Crossing Disciplinary Borders in Pre-service Teacher Education: Historical Consciousness as a Tool to Develop Awareness of Mathematical Positionality to Achieve Epistemic Change

A Synergy between History of Mathematics and Mathematics Education: A Possible Path from Geometry to Symbolic Algebra

“…The propositions of the chapter of Ab ū Kāmil's treatise contain problems regarding regular pentagons and decagons inscribed in or circumscribing a circle (1)(2)(3)(4)(5)(6)(7)(8)(9)(10)(11), the triangles and squares in which figures are inscribed (12)(13)(14)(15) and regular pentagons and decagons and how to determine the length of their sides when the area is known (16)(17)(18)(19)(20).…”

“…Useful feedback on the training of teachers are found in Reference [5] with the practice-based theory of mathematical knowledge for teaching, in Reference [6][7][8] where the authors specify the positive elements of the teacher education through the history of mathematics, in Reference [9] where the importance of the historical and cultural dimensions in mathematics education is underlined, in Reference [10], concerning the support of history in changing individual's epistemic beliefs about the nature of mathematical knowledge, and in Reference [11] for the implementation of teachers' skills in the cultural analysis of content.…”