Skip to main content
SpringerLink
Log in
Book cover

Mathematics, Education and History pp 1–23Cite as

Introduction: Integrating History and Epistemology of Mathematics in Mathematics Education

  • Chapter
  • First Online:

Part of the book series: ICME-13 Monographs ((ICME13Mo))

Abstract

This chapter serves as an introduction to the seventeen chapters of this collective volume, by providing an outline of the key points that form the core and main concern of the approaches adopted towards integrating History and Epistemology of Mathematics in Mathematics Education (the HPM domain). After a  brief outline of the historical development of this domain, we address the key issues that have been central to the research in this domain and the implementation of its results in educational practice. Since these issues highlight the main points also addressed in the individual contributions to this volume, our introduction ends with a brief description of each chapter.

This is a preview of subscription content, log in via an institution.

Chapter
USD   29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD   89.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD   119.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD   119.00
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Learn about institutional subscriptions

Notes

  1. 1.

    We use this acronym as terminus technicus, established within the educational community as the abbreviation of the name of the International Study Group on the relations between the History and Pedagogy of Mathematics, known as the HPM Group, one of the oldest study groups affiliated to ICMI (International Commission on Mathematical Instruction).

  2. 2.

    cf. Footnote 1.

  3. 3.

    http://www.maa.org/press/periodicals/convergence/about-convergence.

  4. 4.

    http://www.tandfonline.com/toc/tbsh20/current.

  5. 5.

    http://www.clab.edc.uoc.gr/hpm/NewsLetters.htm.

  6. 6.

    E.g. Barbin (2010, 2012, 2015), Barbin and Bénard (2007), Bekken and Mosvold (2003), Biegel et al. (2008), Boero (2007), Calinger (1996), Hanna et al. (2010), Katz (2000), Katz and Tzanakis (2011), Shell-Gellasch (2008), Shell-Gellasch and Jardine (2005, 2011), Sriraman (2012) and Swetz et al. (1995).

  7. 7.

    E.g. Clark and Thoo (2014), Furinghetti et al. (2007), Karam (2015), Katz et al. (2014), Siu and Tzanakis (2004) and Stedall (2010).

  8. 8.

    E.g. Filloy et al. (2008), Knoebel et al. (2007), Ostermann and Wanner (2012), Schubring (2006), Shell-Gellasch and Thoo (2015) and Stein (2010).

  9. 9.

    E.g. Barbin et al. (2008, 2011a, 2015), Furinghetti et al. (2006b), Horng and Lin (2000) and Radford et al. (2016).

  10. 10.

    The old but still discussed issue of “historical parallelism”—if and to what extent “ontogenesis recapitulates (aspects of) phylogenesis”; e.g. Furinghetti and Radford (2008), Radford et al. (2000), Schubring (2006, 2011) and Thomaidis and Tzanakis (2007).

  11. 11.

    In the French literature they are called respectively: fonction vicariante, dépaysante, culturelle (see Barbin 1997).

  12. 12.

    Called by some authors as epistemological disorientation (cf. Guillemette’s paper in this volume, Chap. 3).

  13. 13.

    One exception is Denmark (see Jankvist 2013, §3; Kjeldsen 2011b, §15.2; Niss and Højgaard 2011, Chap. 4). For a recent discussion and survey see Boyé et al. (2011).

  14. 14.

    http://www.maa.org/publications/periodicals/convergence.

References

  • Alpaslan, M., Işıksal, M., & Haser, Ç. (2014). Pre-service mathematics teachers’ knowledge of history of mathematics and their attitudes and beliefs towards using history of mathematics in mathematics education. Science & Education, 23(1), 159–183.

    Article  Google Scholar 

  • Arcavi, A., & Isoda, M. (2007). Learning to listen: From historical sources to classroom practice. Educational Studies in Mathematics, 66(2), 111–129.

    Article  Google Scholar 

  • Barbin, É. (1997). Histoire des Mathématiques: Pourquoi? Comment? Bulletin de l’Association Mathématiques du Québec, 37(1), 20–25.

    Google Scholar 

  • Barbin, É. (2006). Apport de l’histoire des mathématiques et de l’histoire des sciences dans l’enseignement. Tréma, 26(1), 20–28.

    Google Scholar 

  • Barbin, É. (Ed.). (2010). Des grands défis mathématiques d’Euclide à Condorcet. Paris: Vuibert.

    Google Scholar 

  • Barbin, É. (Ed.). (2012). Les mathématiques éclairées par l’histoire: Des arpenteurs aux ingénieurs. Paris: Vuibert.

    Google Scholar 

  • Barbin, É. (2013). History and pedagogy of mathematics in France. In V. L. Hansen & J. Gray (Eds.), History of mathematics, in encyclopedia of life support systems (e-book). Oxford, UK: EOLSS.

    Google Scholar 

  • Barbin, É. (Ed.). (2015). Les Constructions Mathématiques dans l’histoire: Avec des Instruments et de Gestes (mathematical constructions: Making and doing). Paris: Ellipses-Editions.

    Google Scholar 

  • Barbin, É., & Bénard, D. (Eds.). (2007). Histoire et Enseignement des Mathématiques: Rigueurs, erreurs, raisonnements. Lyon: Institut National de Recherche Pédagogique.

    Google Scholar 

  • Barbin, É., & Tzanakis, C. (2014). History of mathematics and education. In S. Lerman (Ed.), Encyclopedia of mathematics education (pp. 255–260). New York: Springer.

    Google Scholar 

  • Barbin, É., Bagni, G. T., Grugnetti, L., Kronfellner, M., Lakoma, E., & Menghini, M. (2000). Integrating history: Research perspectives. In J. Fauvel & J. van Maanen (Eds.), History in mathematics education: The ICMI study. New ICMI Study Series (Vol. 6, pp. 63–90). Dordrecht: Kluwer.

    Chapter  Google Scholar 

  • Barbin, É., Stehlíková, N., & Tzanakis, C. (Eds.). (2008). History and Epistemology in Mathematics Education: Proceedings of the 5th ESU. Prague: Vydavatelský servis, Plzeň.

    Google Scholar 

  • Barbin, É., Kronfellner, M., & Tzanakis, C. (Eds.). (2011a). History and Epistemology in Mathematics Education: Proceedings of the 6th ESU. Wien: Holzhausen Verlag.

    Google Scholar 

  • Barbin, É., Furinghetti, F, Lawrence, S., & Smestad, B. (2011b). The role of the history and epistemology of mathematics in pre-service teachers training. In É. Barbin, M. Kronfellner, & C. Tzanakis (Eds.), History and Epistemology in Mathematics Education: Proceedings of the 6th ESU (pp. 27–46). Wien: Holzhausen Verlag.

    Google Scholar 

  • Barbin, É., Jankvist, U., & Kjeldsen, T. H. (Eds.) (2015). History and Epistemology in Mathematics Education: Proceedings of the 7th ESU. Copenhagen: Danish School of Education, Aarhus University. http://conferences.au.dk/fileadmin/conferences/ESU-7/ESU7_e-version-red.pdf. Accessed July 26, 2017.

  • Barnett, J., Bezhanishvili, G., Leung, H., Lodder, J., Pengelley, D., & Ranjan, D. (2009). Historical projects in discrete mathematics and computer science. In B. Hopkins (Ed.), Resources for teaching discrete mathematics. MAA Notes (Vol. 74, pp. 163–276). Washington, DC: The Mathematical Association of America. http://www.math.nmsu.edu/hist_projects/DMRG.1.pdf. Accessed October 10, 2017.

  • Barnett, J. H., Lodder, J., & Pengelley, D. (2014). The pedagogy of primary historical sources in mathematics: Classroom practice meets theoretical frameworks. Science & Education, 23(1), 7–27.

    Article  Google Scholar 

  • Beery, J. (2015). Visit the Convergence of mathematics, history, and teaching! HPM Newsletter, 90, 10–12.

    Google Scholar 

  • Bekken, O., & Mosvold, R. (Eds.). (2003). Study the masters. Nationellt Centrum för Matematikutbildning NCM, Göteborg: Göteborgs Universitet.

    Google Scholar 

  • Biegel, G., Reich, K., & Sonar, T. (Eds.). (2008). Historische Aspekte im Mathematikunterricht an Schule und Universität. Termessos: Göttingen & Stuttgart.

    Google Scholar 

  • Boero, P. (Ed.). (2007). Theorems in school. From history, epistemology and cognition to classroom practice. Rotterdam: Sense.

    Google Scholar 

  • Booker, G. (1986). Topic area: Relationship between the history and pedagogy of mathematics. In M. Carss (Ed.), Proceedings of the Fifth International Congress on Mathematical Education (pp. 256–260). Boston: Birkhäuser.

    Google Scholar 

  • Boyé, A., Demattè A., Lakoma, E., & Tzanakis, C. (2011). The history of mathematics in school textbooks. In É. Barbin, M. Kronfellner, & C. Tzanakis (Eds.), History and Epistemology in Mathematics Education: Proceedings of the 6th ESU (pp. 153–163). Wien: Holzhausen Verlag.

    Google Scholar 

  • Bruckheimer, M., & Arcavi, A. (2000). Mathematics and its history: An educational partnership. In V. Katz (Ed.), Using history to teach mathematics. An international perspective. MAA Notes (Vol. 51, pp. 135–146). Washington DC: The Mathematical Association of America.

    Google Scholar 

  • Burns, B. A. (2010). Pre-service teachers’ exposure to using the history of mathematics to enhance their teaching of high school mathematics. Issues in the Undergraduate Mathematics Preparation of School Teachers: The Journal, 4, 1–9. http://www.k-12prep.math.ttu.edu/journal/4.curriculum/burns01/article.pdf. Accessed October 10, 2017.

  • Bütüner, S. Ö. (2015a). Impact of using history of mathematics on students mathematics success: A meta-analysis study. Mevlana International Journal of Education (MIJE), 5(2), 78–95. https://www.researchgate.net/publication/304790109_Impact_of_Using_History_of_Mathematics_on_Students’_Mathematics_Success_A_Meta-Analysis_Study. Accessed October 10, 2017.

  • Bütüner, S. Ö. (2015b). Impact of using history of mathematics on students mathematics attitude: A meta-analysis study. European Journal of Science and Mathematics Education, 3(4), 337–349. http://files.eric.ed.gov/fulltext/EJ1107871.pdf. Accessed October 10, 2017.

  • Calinger, R. (Ed.). (1996). Vita Mathematica, MAA Notes (Vol. 40). Washington, DC: The Mathematical Association of America.

    Google Scholar 

  • Clark, K. (2006). Investigating teachers’ experiences with the history of logarithms: A collection of five case studies (Unpublished doctoral dissertation). University of Maryland, College Park. http://drum.lib.umd.edu/handle/1903/3379. Accessed October 10, 2017.

  • Clark, K. (2009). ‘In these numbers we use no fractions’: A classroom module on Stevin’s decimal fractions. Convergence, 6. https://doi.org/10.4169/loci003333. http://www.maa.org/press/periodicals/convergence/in-these-numbers-we-use-no-fractions-a-classroom-module-on-stevins-decimal-fractions-overview-and. Accessed October 10, 2017.

  • Clark, K. (2011). Reflections and revision: Evolving conceptions of a Using History course. In V. Katz & C. Tzanakis (Eds.), Recent developments on introducing a historical dimension in mathematics education. MAA Notes (Vol. 78, pp. 211–220). Washington DC: The Mathematical Association of America.

    Google Scholar 

  • Clark, K., & Thoo, J. B. (Eds.). (2014). The use of history of mathematics to enhance undergraduate mathematics instruction. PRIMUS, 24(8), 663–773.

    Article  Google Scholar 

  • Clark, K., Kjeldsen, T. H., Schorcht, S., Tzanakis, C., & Wang, X. (2016). History of mathematics in mathematics education: Recent developments. In L. Radford, F. Furinghetti, & T. Hausberger (Eds.), Proceedings of the 2016 ICME Satellite Meeting—HPM 2016 (pp. 135–179). Montpellier: IREM de Montpellier.

    Google Scholar 

  • Demattè, A. (2006). Fare matematica con i documenti storici: Una raccolta per la scuola secondaria di primo e secondo grado. Trento: Editore Provincia Autonoma di Trento—IPRASE del Trentino.

    Google Scholar 

  • Fasanelli, F., & Fauvel, J. (2006). History of the international study group on the relations between the history and pedagogy of mathematics: The first 25 years 1976–2000. In F. Furinghetti, S. Kaisjer, & C. Tzanakis (Eds.), Proceedings of HPM 2004 & ESU 4 (pp. x–xxviii). Iraklion: University of Crete.

    Google Scholar 

  • Fauvel, J., & van Maanen, J. (1997). The role of the history of mathematics in the teaching and learning of mathematics: Discussion document for an ICMI study (1997–2000). Educational Studies in Mathematics, 34, 255–259.

    Article  Google Scholar 

  • Fauvel, J., & van Maanen, J. (Eds.). (2000). History in mathematics education: The ICMI study. New ICMI Study Series (Vol. 6). Dordrecht: Kluwer.

    Google Scholar 

  • Filloy, E., Rojano, T., & Puig, L. (2008). Educational algebra. A theoretical and empirical approach. New York: Springer.

    Google Scholar 

  • Fried, Μ. (2001). Can mathematics education and history of mathematics coexist? Science & Education, 10(4), 391–408.

    Article  Google Scholar 

  • Fried, Μ. (2011). History of mathematics in mathematics education: problems and prospects. In É. Barbin, M. Kronfellner, & C. Tzanakis (Eds.), History and Epistemology in Mathematics Education: Proceedings of the 6th ESU (pp. 13–26). Wien: Holzhausen Verlag.

    Google Scholar 

  • Furinghetti, F. (1997). History of mathematics, mathematics education, school practice: Case studies linking different domains. For the Learning of Mathematics, 17(1), 55–61.

    Google Scholar 

  • Furinghetti, F. (2004). History and mathematics education: A look around the world with particular reference to Italy. Mediterranean Journal for Research in Mathematics Education, 3(1–2), 1–20.

    Google Scholar 

  • Furinghetti, F. (2007). Teacher education through the history of mathematics. Educational Studies in Mathematics, 66(2), 131–143.

    Article  Google Scholar 

  • Furinghetti, F. (2012). History and epistemology in mathematics education. In V. L. Hansen & J. Gray (Eds.), History of mathematics, in encyclopedia of life support systems (e-book). Oxford, UK: EOLSS Publishers. http://www.eolss.net/sample-chapters/c02/e6-132-65.pdf. Accessed October 10, 2017.

  • Furinghetti, F., & Radford, L. (2008). Contrasts and oblique connections between historical conceptual developments and classroom learning in mathematics. In L. English (Ed.) & M. Bartolini Bussi, G. A. Jones, R. A. Lesh, B. Sriraman, & D. Tirosh (Assoc. Eds.), Handbook of international research in mathematics education (2nd ed., pp. 630–659). New York: Routledge.

    Google Scholar 

  • Furinghetti, F., Jahnke, H. N., & van Maanen, J. (Eds.). (2006a). Report No22/2006 on the mini-workshop on studying original sources in mathematics education. Oberwolfach: Mathematisches Forschungsinstitut Oberwolfach.

    Google Scholar 

  • Furinghetti, F., Kaisjer, S., & Tzanakis, C. (Eds.). (2006b). Proceedings of HPM 2004 & ESU 4. Iraklion: University of Crete. http://www.mathunion.org/fileadmin/ICMI/docs/HPM2004Proceedings.pdf. Accessed October 10, 2017.

  • Furinghetti, F., Radford, L., & Katz, V. (Eds.). (2007). The history of mathematics in mathematics education: Theory and practice. Educational Studies in Mathematics, 66(2), 107–271.

    Google Scholar 

  • Gazit, A. (2013). What do mathematics teachers and teacher trainees know about the history of mathematics? International Journal of Mathematics Education in Science and Technology, 44(5), 501–512.

    Article  Google Scholar 

  • Glaubitz, M. R. (2010). Mathematikgeschichte lesen und verstehen: Eine theoretische und empirische Vergleichstudie (Unpublished doctoral dissertation). University of Duisburg-Essen, Duisburg, Essen. http://duepublico.uni-duisburg-essen.de/servlets/DocumentServlet?id=25416. Accessed October 10, 2017.

  • Grattan-Guinness, I. (1973). Not from nowhere. History and philosophy behind mathematical education. International Journal of Mathematics Education in Science and Technology, 4, 421–453.

    Article  Google Scholar 

  • Grattan-Guinness, I. (1978). On the relevance of the history of mathematics to mathematical education. International Journal of Mathematics Education in Science and Technology, 9, 275–285.

    Article  Google Scholar 

  • Grattan-Guinness, I. (2004a). The mathematics of the past: Distinguishing its history from our heritage. Historia Mathematica, 31, 163–185.

    Article  Google Scholar 

  • Grattan-Guinness, I. (2004b). History or heritage? An important distinction in mathematics for mathematics education. The American Mathematical Monthly, 111(1), 1–12.

    Article  Google Scholar 

  • Guevara Casanova, I. (2015). L’ús de contextos històrics a l’aula de matemàtiques de secundària: El cas concret de la visualització en la connexió geometria-àlgebra. (Unpublished doctoral dissertation). University de Barcelona. http://hdl.handle.net/10803/301766. Accessed October 10, 2017.

  • Hanna, G., Jahnke, N., & Pulte, H. (Eds.). (2010). Explanation and proof in mathematics: Philosophical and educational perspectives. New York: Springer.

    Google Scholar 

  • Horng, W.-S., & Lin, F.-L. (Eds.). (2000). Proceedings of the HPM conference on history in mathematics education: Challenges for a new millennium—A satellite meeting of ICME-9. Taipei: National Taiwan Normal University.

    Google Scholar 

  • Horton, L. B. (2011). High school teachers’ perception of the inclusion of history of mathematics in the classroom. (Unpublished doctoral dissertation). University of Massachusetts Lowell.

    Google Scholar 

  • Huntley, M. A., & Flores, A. (2010). A history of mathematics to develop prospective secondary mathematics teachers’ knowledge for teaching. PRIMUS, 20(7), 603–616.

    Article  Google Scholar 

  • International Study Group on the Relations Between the History and the Pedagogy of Mathematics. (HPM Group). (1978). Historia Mathematica, 5(1), 76.

    Google Scholar 

  • Jahnke, H. N., Arcavi, A., Barbin, É., Bekken, O., Furinghetti, F., El Idrissi, A., et al. (2000). The use of original sources in the mathematics classroom. In J. Fauvel & J. van Maanen (Eds.), History in mathematics education: The ICMI study. New ICMI Study Series (Vol. 6, pp. 291–328). Dordrecht: Kluwer.

    Chapter  Google Scholar 

  • Jankvist, U. T. (2007). Empirical research in the field of using history in mathematics education: Review of empirical studies in HPM2004 & ESU4. NOMAD, 12(3), 83–105.

    Google Scholar 

  • Jankvist, U. T. (2009a). Using history as a “goal” in mathematics education (Doctoral dissertation). IMFUFA, Roskilde University, Denmark. http://milne.ruc.dk/ImfufaTekster/pdf/464.pdf. Accessed July 26, 2017.

  • Jankvist, U. T. (2009b). A categorization of the “whys” and “hows” of using history in mathematics education. Educational Studies in Mathematics, 71(3), 235–261.

    Article  Google Scholar 

  • Jankvist, U. T. (2013). History, applications, and philosophy in mathematics education: HAPh—A use of primary sources. Science & Education, 22(3), 635–656.

    Article  Google Scholar 

  • Jankvist, U. T., & Kjeldsen, T. H. (2011). New avenues for history in mathematics education: Mathematical competencies and anchoring. Science & Education, 20(9), 831–862.

    Article  Google Scholar 

  • Karam, R. (Ed.). (2015). Thematic issue: The interplay of physics and mathematics: Historical, philosophical and pedagogical considerations. Science & Education, 24(5–6), 487–805.

    Google Scholar 

  • Katz, V. (Ed.). (2000). Using history to teach mathematics. An international perspective. MAA Notes (Vol. 51). Washington, DC: The Mathematical Association of America.

    Google Scholar 

  • Katz, V., & Michalowicz, K. D. (Eds.). (2005). Historical modules for the teaching and learning of mathematics (e-book). Washington, DC: The Mathematical Association of America.

    Google Scholar 

  • Katz, V., & Tzanakis, C. (Eds.). (2011). Recent developments on introducing a historical dimension in mathematics education. MAA Notes (Vol. 78). Washington, DC: The Mathematical Association of America.

    Google Scholar 

  • Katz, V., Jankvist, U. T., Fried, M. N., & Rowlands, S. (Eds.). (2014). Thematic issue: History, philosophy and mathematics education. Science & Education, 23(1), 1–250.

    Google Scholar 

  • Kaye, E. (2008). The aims of and responses to a history of mathematics videoconferencing project for schools. Proceedings. of the British Society for Research into Learning Mathematics, 28(3), 66–71. http://www.bsrlm.org.uk/wp-content/uploads/2016/02/BSRLM-IP-28-3-12.pdf. Accessed October 10, 2017.

  • Kjeldsen, T. H. (2011a). Uses of history in mathematics education: development of learning strategies and historical awareness. In M. Pytlet, T. Rowland, & E. Swoboda (Eds.), Proceedings of CERME 7 (pp. 1700–1709). Rzeszów: University of Rzeszów.

    Google Scholar 

  • Kjeldsen, T. H. (2011b). History in a competence based mathematics education: A means for the learning of differential equations. In V. Katz & C. Tzanakis (Eds.), Recent developments on introducing a historical dimension in mathematics education. MAA Notes (Vol. 78, pp. 165–173). Washington, DC: The Mathematical Association of America.

    Google Scholar 

  • Kjeldsen, T. H., & Blomhøj, M. (2012). Beyond motivation: history as a method for learning meta-discursive rules in mathematics. Educational Studies in Mathematics, 80(3), 327–349.

    Article  Google Scholar 

  • Knoebel, A., Laubenbacher, R., Lodder, J., & Pengelley, D. (2007). Mathematical masterpieces—Further chronicles by the explorers. New York: Springer.

    Google Scholar 

  • Leng, N. W. (2006). Effects of an ancient Chinese mathematics enrichment programme on secondary school students’ achievement in mathematics. International Journal of Science and Mathematics Education, 4(3), 485–511.

    Google Scholar 

  • Liu, P.-H. (2003). Do teachers need to incorporate the history of mathematics in their teaching? Mathematics Teacher, 96(6), 416–421.

    Google Scholar 

  • Mosvold, R., Jakobsen, A., & Jankvist, U. T. (2014). How mathematical knowledge for teaching may profit from the study of history of mathematics. Science & Education, 23(1), 47–60.

    Article  Google Scholar 

  • National Council of Teachers of Mathematics (NCTM). (1969). Historical topics for the mathematics classroom. Reston, VA: Author. (31st NCTM Yearbook, reprinted 1989).

    Google Scholar 

  • Niss, M., & Højgaard, T. (Eds.) (2011). Competencies and mathematical learning: Ideas and inspiration for the development of mathematics teaching and learning in Denmark. Roskilde: Roskilde University. http://milne.ruc.dk/imfufatekster/pdf/485web_b.pdf. Accessed October 10, 2017.

  • Ostermann, A., & Wanner, G. (2012). Geometry by its history. Berlin: Springer.

    Book  Google Scholar 

  • Panasuk, R. M., & Horton, L. B. (2012). Integrating history of mathematics into curriculum: What are the chances and constraints? International Electronic Journal of Mathematics Education, 7(1), 3–20.

    Google Scholar 

  • Pengelley, D. (2011). Teaching with primary historical sources: Should it go mainstream? Can it? In V. Katz & C. Tzanakis (Eds.), Recent developments on introducing a historical dimension in mathematics education. MAA Notes (Vol. 78, pp. 1–8). Washington, DC: The Mathematical Association of America.

    Google Scholar 

  • Pengelley, D., & Laubenbacher, R. (2014). Teaching with original historical sources in mathematics, a resource web site. http://www.math.nmsu.edu/~history/. Accessed October 10, 2017.

  • Percival, I. (2004). The use of cultural perspectives in the elementary school mathematics classroom. (Unpublished doctoral dissertation). Simon Fraser University, Canada. http://summit.sfu.ca/system/files/iritems1/7550/b34633303.pdf. Accessed October 10, 2017.

  • Philippou, G. N., & Christou, C. (1998). The effect of a preparatory mathematics program in changing prospective teachers’ attitudes towards mathematics. Educational Studies in Mathematics, 35, 189–206.

    Article  Google Scholar 

  • Povey, H. (2014). ‘Walking in a foreign and unknown landscape’: Studying the history of mathematics in initial teacher education. Science & Education, 23(1), 143–157.

    Article  Google Scholar 

  • Radford, L., Bartolini Bussi, M. G., Bekken, O., Boero, P., Dorier, J.-L., Katz, V., et al. (2000). Historical formation and student understanding of mathematics. In J. Fauvel & J. van Maanen (Eds.), History in mathematics education: The ICMI Study. New ICMI Study Series (Vol. 6, pp. 143–170). Dordrecht: Kluwer.

    Chapter  Google Scholar 

  • Radford, L., Furinghetti, F., & Hausberger, T. (Eds.). (2016). Proceedings of the 2016 ICME Satellite Meeting—HPM 2016. Montpellier: IREM de Montpellier.

    Google Scholar 

  • Rogers, L. (2009). History, heritage and the UK mathematics classroom. In V. Durand-Guerrier, S. Soury-Lavergne, & F. Arzarello (Eds.), Proceedings of CERME 6 (pp. 2781–2790). Lyon: Institut National de Recherche Pédagogique.

    Google Scholar 

  • Rogers, L. (2011). Mapping our heritage to the curriculum: Historical and pedagogical strategies for the professional development of teachers. In V. Katz & C. Tzanakis (Eds.), Recent developments on introducing a historical dimension in mathematics education. MAA Notes (Vol. 78, pp. 221–230). Washington, DC: The Mathematical Association of America.

    Google Scholar 

  • Schubring, G. (2006). Ontogeny and phylogeny. Categories for cognitive development. In F. Furinghetti, S. Kaisjer, & C. Tzanakis (Eds.), Proceedings of HPM 2004 & ESU 4 (pp. 329–339). Iraklion: University of Crete.

    Google Scholar 

  • Schubring, G. (2011). Conceptions for relating the evolution of mathematical concepts to mathematics learning—Epistemology, history, and semiotics interactive. Educational Studies in Mathematics, 77(1), 79–104.

    Article  Google Scholar 

  • Shell-Gellasch, A. (Ed.). (2008). Hands on history: A resource for teaching mathematics. MAA Notes (Vol. 72). Washington, DC: The Mathematical Association of America.

    Google Scholar 

  • Shell-Gellasch, A., & Jardine, D. (Eds.). (2005). From calculus to computers: Using the last 200 years of mathematics history in the classroom. MAA Notes (Vol. 68). Washington, DC: The Mathematical Association of America.

    Google Scholar 

  • Shell-Gellasch, A., & Jardine, D. (Eds.). (2011). Mathematical time capsules: Historical modules for the mathematics classroom. MAA Notes (Vol. 77). Washington, DC: The Mathematical Association of America.

    Google Scholar 

  • Shell-Gellasch, A., & Thoo, J. (2015). Algebra in context: Introductory algebra from origins to applications. Baltimore, MD: Johns Hopkins University Press.

    Google Scholar 

  • Siu, M.-K. (2006). No, I don’t use history of mathematics in my classroom. Why? In F. Furinghetti, S. Kaisjer & C. Tzanakis (Eds.), Proceedings. of HPM 2004 & ESU 4 (pp. 268–277). Iraklion: University of Crete.

    Google Scholar 

  • Siu, M. K. (2007). Some useful references for course MATH2001 (Development of Mathematical Ideas) Department of Mathematics, University of Hong Kong. http://hkumath.hku.hk/~mks/MATH2001ref.pdf. Accessed October 10, 2017.

  • Siu, M.-K., & Tzanakis, C. (Eds.). (2004). The role of the history of mathematics in mathematics education. Mediterranean Journal for Research in Mathematics Education, 3(1–2), 1–166.

    Google Scholar 

  • Smestad, B. (2011). History of mathematics for primary school teacher education, or: Can you do something, even if you can’t do much? In V. Katz & C. Tzanakis (Eds.), Recent developments on introducing a historical dimension in mathematics education (Vol. 78, pp. 201–210). MAA Notes. Washington, DC: The Mathematical Association of America.

    Google Scholar 

  • Sriraman, B. (Ed.). (2012). Crossroads in the history of mathematics and mathematics education, MME Monographs (Vol. 12). Charlotte, NC: Information Age.

    Google Scholar 

  • Stedall, J. (Ed.). (2010). Special Issue: The history of mathematics in the classroom. BSHM Bulletin: Journal of the British Society for the History of Mathematics, 25(3), 131–179.

    Article  Google Scholar 

  • Stein, R. (2010). Math for teachers: An exploratory approach. Dubuque, IA: Kendall Hunt.

    Google Scholar 

  • Su, Y.-W. (2005). Mathematics teachers’ professional development: Integrating history of mathematics into teaching. (Unpublished doctoral dissertation). National Taiwan Normal University, Taipei (in Chinese).

    Google Scholar 

  • Swetz, F., Fauvel, J., Bekken, O., Johansson, B., & Katz, V. (Eds.). (1995). Learn from the masters! Washington, DC: The Mathematical Association of America.

    Google Scholar 

  • Thomaidis, Y., & Tzanakis, C. (2007). The notion of historical “parallelism” revisited: Historical evolution and students’ conception of the order relation on the number line. Educational Studies in Mathematics, 66, 165–183.

    Article  Google Scholar 

  • Tzanakis, C., & Thomaidis, Y. (2012). Classifying the arguments and methodological schemes for integrating history in mathematics education. In B. Sriraman (Ed.), Crossroads in the history of mathematics and mathematics education (pp. 247–294). Charlotte, NC: Information Age.

    Google Scholar 

  • Tzanakis, C., Arcavi, A., de Sá, C. C., Isoda, M., Lit, C.-K., Niss, M., et al. (2000). Integrating history of mathematics in the classroom: An analytic survey. In J. Fauvel & J. van Maanen (Eds.), History in mathematics education: The ICMI study. New ICMI Study Series (Vol. 6, pp. 201–240). Dordrecht: Kluwer.

    Chapter  Google Scholar 

  • van Amerom, B. A. (2002). Reinvention of early algebra. Developmental research on the transition from arithmetic to algebra (Doctoral dissertation). Retrieved from CD-ß Press, University of Utrecht. http://dspace.library.uu.nl/bitstream/handle/1874/874/full.pdf. Accessed October 10, 2017.

  • Waldegg, G. (2004). Problem solving, collaborative learning and history of mathematics: Experiences in training in-service teachers. Mediterranean Journal for Research in Mathematics Education, 3(1–2), 63–71.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. School of Teacher Education, Florida State University, 1114 West Call Street, Tallahassee, Florida, 32306–4459, USA

    Kathleen M. Clark

  2. Department of Mathematical Sciences, University of Copenhagen, Universitetsparken 5, 2100, Copenhagen Ø, Denmark

    Tinne Hoff Kjeldsen

  3. Institut für Didaktik der Mathematik, Justus-Liebig-Universität Giessen, Karl-Glöckner-Str. 21c, 35394, Giessen, Germany

    Sebastian Schorcht

  4. Department of Education, University of Crete, 74100, Rethymnon, Greece

    Constantinos Tzanakis

Authors
  1. Kathleen M. Clark
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Tinne Hoff Kjeldsen
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Sebastian Schorcht
    View author publications

    You can also search for this author in PubMed Google Scholar

  4. Constantinos Tzanakis
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Constantinos Tzanakis .

Editor information

Editors and Affiliations

  1. School of Teacher Education, Florida State University, Tallahassee, Florida, USA

    Kathleen M. Clark

  2. Department of Mathematical Sciences, University of Copenhagen, Copenhagen, Denmark

    Tinne Hoff Kjeldsen

  3. Institut Didaktik der Mathematik, Justus-Liebig-Universität Gießen, Giessen, Hessen, Germany

    Sebastian Schorcht

  4. Department of Education, University of Crete, Rethymnon, Greece

    Constantinos Tzanakis

Rights and permissions

Reprints and permissions

Copyright information

© 2018 Springer International Publishing AG, part of Springer Nature

About this chapter

Check for updates. Verify currency and authenticity via CrossMark

Cite this chapter

Clark, K.M., Kjeldsen, T.H., Schorcht, S., Tzanakis, C. (2018). Introduction: Integrating History and Epistemology of Mathematics in Mathematics Education. In: Clark, K., Kjeldsen, T., Schorcht, S., Tzanakis, C. (eds) Mathematics, Education and History . ICME-13 Monographs. Springer, Cham. https://doi.org/10.1007/978-3-319-73924-3_1

Download citation

  • DOI: https://doi.org/10.1007/978-3-319-73924-3_1

  • Published:

  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-73923-6

  • Online ISBN: 978-3-319-73924-3

  • eBook Packages: EducationEducation (R0)

Publish with us

Policies and ethics

Search

Navigation