New Avenues for History in Mathematics Education: Mathematical Competencies and Anchoring |
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| Authors: | Uffe Thomas Jankvist and Tinne Hoff Kjeldsen |
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| Institution: | (1) Department of Mathematics and Computer Science, Southern University of Denmark, Odense, Denmark;(2) IMFUFA, Department of Science, Systems and Models, Roskilde University, Roskilde, Denmark |
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| Abstract: | The paper addresses the apparent lack of impact of ‘history in mathematics education’ in mathematics education research in
general, and proposes new avenues for research. We identify two general scenarios of integrating history in mathematics education
that each gives rise to different problems. The first scenario occurs when history is used as a ‘tool’ for the learning and
teaching of mathematics, the second when history of mathematics as a ‘goal’ is pursued as an integral part of mathematics
education. We introduce a multiple-perspective approach to history, and suggest that research on history in mathematics education
follows one of two different avenues in dealing with these scenarios. The first is to focus on students’ development of mathematical
competencies when history is used a tool for the learning of curriculum-dictated mathematical in-issues. A framework for this
is described. Secondly, when using history as a goal it is argued that an anchoring of the meta-issues in the related in-issues
is essential, and a framework for this is given. Both frameworks are illustrated through empirical examples. |
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