We explain how history of mathematics can function as a means for enacting inquiry learning activities in mathematics as a scientific subject. It will be discussed how students develop informed conception about i) the epistemology of mathematics, ii) of how mathematicians produce mathematical knowledge, and iii) what kind of questions that drive mathematical research. We give examples from the mathematics education at Roskilde University and we show how (teacher) students from this program are themselves capable of using history to establish inquiry learning environments in mathematics in high school. The realization is argued for in the context of an explicit-reflective framework in the sense of Abd-El-Khalick (2013) and his work in science education.
Publié le : 2016-07-18
Classification:
explicit and reflective framework,
inquiry learning,
epistemology,
nature of mathematics,
historical sources,
research processes in mathematics,
teaching with history,
[MATH.MATH-HO]Mathematics [math]/History and Overview [math.HO],
[SHS.EDU]Humanities and Social Sciences/Education
@article{hal-01349276,
author = {Hoff Kjeldsen, Tinne},
title = {ENACTING INQUIRY LEARNING IN MATHEMATICS THROUGH HISTORY},
journal = {HAL},
volume = {2016},
number = {0},
year = {2016},
language = {en},
url = {http://dml.mathdoc.fr/item/hal-01349276}
}
Hoff Kjeldsen, Tinne. ENACTING INQUIRY LEARNING IN MATHEMATICS THROUGH HISTORY. HAL, Tome 2016 (2016) no. 0, . http://gdmltest.u-ga.fr/item/hal-01349276/