In the recent years important works on the relationship between history and mathematics education have appeared. Some of them, such as the proceedings of the European Summer Universities in History and Pedagogy in Mathematics education, the HPM satellite meetings of ICMI Conferences, the French publications of IREM, are evidence of rather regular activities in the field. The re-born newsletter of HPM (International Study Group on the Relations between History and Pedagogy of Mathematics) is becoming (we hope) a forum where piece of information and ideas are shared. These materials and the experiments carried out all over the world make it possible to go further in the discussion about the role of the history of mathematics in mathematics teaching. In the recent discussions a word is appearing frequently: integration [of history in mathematics teaching]. What behind this word? The main idea is that of using history as a mediator to pursue the objectives of mathematics education. This means to develop an analysis of these objectives together with the study of the development of concepts in history. This work has to be carried out by educators and historians in a collaborative way. In the present paper we show how the preceding ideas may be applied in introducing a concept of infinitesimal analysis.
Scheda prodotto non validato
Attenzione! I dati visualizzati non sono stati sottoposti a validazione da parte dell'ateneo
|Titolo:||Panel "On the role of the history of mathematics in mathematics education". Panel Coordinator F. Furinghetti|
|Data di pubblicazione:||2002|
|Appare nelle tipologie:||04.01 - Contributo in atti di convegno|