In this paper we try to connect the use of history in mathematics education with research in mathematics education. We take as an example the use of history for introducing the tangent as a first step in the approach to derivative. In previous work we have analyzed the difficulties in the teaching and learning of these concepts. This analysis revealed specific obstacles, which we take into account in choosing historical passages to be used in the classroom. The reasons for this way of working are explained in the light of possible links with educational theories.
History as a tool for mathematics education and for research in mathematics education
FURINGHETTi FULVIA;
2003-01-01
Abstract
In this paper we try to connect the use of history in mathematics education with research in mathematics education. We take as an example the use of history for introducing the tangent as a first step in the approach to derivative. In previous work we have analyzed the difficulties in the teaching and learning of these concepts. This analysis revealed specific obstacles, which we take into account in choosing historical passages to be used in the classroom. The reasons for this way of working are explained in the light of possible links with educational theories.
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