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Anchoring Students’ Metaperspective Discussions of History in Mathematics

Uffe Thomas Jankvist 

July 2011, Volume 42, Issue 4, Page 346

An empirical study on the use of history (as a goal) in mathematics education is discussed in this article. A historical module was designed and implemented in a Danish upper secondary class to study how students’ discussions of metaperspective issues of the historical development of mathematics may be anchored in the taught and learned subject matter of the module. Based on videos of the implementation (in particular of one focus group of students), students’ hand-in essay assignments, mathematical exercises, questionnaires, and follow-up interviews, the question addressed is how such anchoring may be accomplished