Interfaces between Mathematical Practices and Mathematical Education
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Beschreibung
This contributed volume investigates the active role of the different contexts of mathematics teaching on the evolution of the practices of mathematical concepts, with particular focus on their foundations. The book aims to deconstruct the strong and generally wide-held conviction that research in mathematics constitutes the only driving force for any progress in the development of mathematics as a field. In compelling and convincing contrast, these chapters aim to show the productive function of teaching, showcasing investigations from countries and regions throughout various eras, from Old Babylonia through the 20th Century. In so doing, they provide a critical reflection on the foundations of mathematics, as well as instigate new research questions, and explore the interfaces between teaching and research.
This contributed volume investigates the active role of the different contexts of mathematics teaching on the evolution of the practices of mathematical concepts, with particular focus on their foundations. The book aims to deconstruct the strong and generally wide-held conviction that research in mathematics constitutes the only driving force for any progress in the development of mathematics as a field. In compelling and convincing contrast, these chapters aim to show the productive function of teaching, showcasing investigations from countries and regions throughout various eras, from Old Babylonia through the 20th Century. In so doing, they provide a critical reflection on the foundations of mathematics, as well as instigate new research questions, and explore the interfaces between teaching and research.
Uniquely investigates the teaching of mathematics in different contexts in the evolution of mathematics practice. Argues that the teaching of mathematics has historically been the driving force behind development in the field. Considers a wide range of examples spanning countries, regions, and time periods—from Old Babylonia through the 20th century. Shows that mathematics teaching instigates reflections about the foundations of mathematics and productive interaction with mathematics research.
Autor*in
Gert Schubring
Themen in »Interfaces between Mathematical Practices and Mathematical Education«
Complementarity of teaching and research Relation of teaching to the foundations of mathematics Origins of mathematics Teaching as reproduction The origin of proof The Zilsel-thesis and the Merton-thesis Institutional origins of modern science Practical geometry in the 16th Century Catholicism and mathematics in the 17th Century Modern geometry in 19th Century French textbooks Historical conditions of production of mathematics