History of Mathematics in German Mathematics Textbooks

Schorcht, Sebastian

doi:10.1007/978-3-319-73924-3_8

Cited by 5 publications

(2 citation statements)

References 11 publications

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“…The presence of HoM in Dutch textbooks is not superfluous. This tentative quantitive conclusion can be drawn as well from several international studies, listed by Schorcht (2018) in his article on HoM in German textbooks. The 4S-model can be used for a detailed analysis of textbooks and other curriculum materials, both quantitively and qualitively.…”

Section: Discussionmentioning

confidence: 63%

From speck to story: relating history of mathematics to the cognitive demand level of tasks

2021

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It is a challenge for mathematics teachers to provide activities for their students at a high level of cognitive demand. In this article, we explore the possibilities that history of mathematics has to offer to meet this challenge. History of mathematics can be applied in mathematics education in different ways. We offer a framework for describing the appearances of history of mathematics in curriculum materials. This framework consists of four formats that are entitled speck, stamp, snippet, and story. Characteristic properties are named for each format, in terms of size, content, location, and function. The formats are related to four ascending levels of cognitive demand. We describe how these formats, together with design principles that are also derived from the history of mathematics, can be used to raise the cognitive level of existing tasks and design new tasks. The combination of formats, cognitive demand levels, and design principles is called the 4S-model. Finally, we advocate that this 4S-model can play a role in mathematics teacher training to enable prospective teachers to reach higher cognitive levels in their mathematics classrooms.

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Section: Discussionmentioning

confidence: 63%

From speck to story: relating history of mathematics to the cognitive demand level of tasks

2021

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“…Проблема эффективного использования этого содержания требует соответствующей подготовки как будущих, так и действующих учителей [Дробышев, 2010]. Мы согласны с С. Шорхт [Schorcht, 2018], что соответствующая подготовка учителей позволит им самим оценивать историко-математический материал и задачи, представленные в учебниках, а также вносить изменения или дополнения в них.…”

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Historical and Mathematical Component in 5–6 Grade Mathematics Textbooks

Drobyshev¹,

Drobysheva²

2020

BKSPU

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Statement of the problem. The problem of including elements of its history in the content of the school course in mathematics is not new in pedagogical science. However, at present, an increase in its relevance is associated with at least two factors: the need to implement the requirements of the Federal State Educational Standard and the significant potential of the historical and mathematical content for solving educational and developmental learning problems. Based on this, the purpose of the article is to highlight the main types of historical and mathematical information used in the 5th–6th grade mathematics textbooks and to determine the ways to improve the historical and mathematical component of the textbook content. The research methodology is based on the analysis and synthesis of regulatory documents in the field of mathematics education, textbooks on mathematics, research papers by foreign and Russian scientists recognized by the scientific community, and the authors’ personal experience in using elements of the history of mathematics in teaching high school and university students. Research results. It is proposed to take into account the elements of its content and the types of activities performed by students when assessing the historical and mathematical component of textbooks. The etymology of mathematical terms, historical essays, tasks of a historical and mathematical orientation, including those focused on the implementation of educational projects, a personalistic component of the history of mathematics, ancient tasks are the main elements of the historical and mathematical component of the content of textbooks. Conclusion. The directions of improving the historical and mathematical content proposed in the article can be used to create new and improve existing mathematics textbooks.

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Investigating How Prospective Mathematics Teachers Prepare History Integrated Lesson Plans with Assessing Historical Elements in Mathematics Textbooks

YILDIZ

Ulusoy

2023

Int J of Sci and Math Educ

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History of Mathematics in German Mathematics Textbooks

Cited by 5 publications

References 11 publications

From speck to story: relating history of mathematics to the cognitive demand level of tasks

From speck to story: relating history of mathematics to the cognitive demand level of tasks

Historical and Mathematical Component in 5–6 Grade Mathematics Textbooks

Investigating How Prospective Mathematics Teachers Prepare History Integrated Lesson Plans with Assessing Historical Elements in Mathematics Textbooks

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