Educational Studies in Mathematics

, Volume 74, Issue 1, pp 53–74 | Cite as

An empirical study of using history as a ‘goal’



This article discusses an empirical study on the use of history as a goal. A historical module is designed and implemented in a Danish upper secondary class in order to study the students’ capabilities at engaging in meta-issue discussions and reflections on mathematics and its history. Based on videos of the implementation, students’ hand-in essay assignments, questionnaires, and follow-up interviews, the conditions, sense, and extent to which the students are able to perform such discussions and reflections are analyzed using a described theoretical framework.


Using history in mathematics education History as a goal Meta-issue discussions, reflections, and discourses Commognition Historical teaching modules Error-correcting codes 


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Copyright information

© Springer Science+Business Media B.V. 2009

Authors and Affiliations

  1. 1.Department of Mathematics and Computer ScienceSouthern University of DenmarkOdense MDenmark
  2. 2.IMADAOdenseDenmark

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