Mathematics, Education and History pp 255-281 | Cite as

# Experimentation on the Effects of Mathematical Diversity

## Abstract

We examine, with in-depth teaching recordings and interviews, how tenth grade (15–16-year-old) students react when confronted with an ancient cuneiform clay tablet. The question is whether mathematical diversity can produce new questions (to be further used by teachers) linked to area and measure concepts. We observed conceptual changes with regard to mathematics, but it was difficult for students to make them explicit. In terms of “nature of science” aspects, we were able to document a change in debate content, and we also formulated some precautions. We provide a methodological reflection. We are attentive to the consequences of historical constraints on making links between ancient and current mathematics.

## Keywords

History of sciences Units of measurement Area Mesopotamia Cuneiform tablets Interdisciplinary## Notes

### Acknowledgements

Research leading to these results received funding from the European Research Council under the European Union’s Seventh Framework Programme (FP7/2007-2013)/ERC Grant agreement n. 269804 Open image in new window .

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