The political context

Fasanelli, Florence; Arcavi, Abraham; Bekken, Otto; Silva, Jaime Carvalho e; Daniel, Coralie; Furinghetti, Fulvia; Grugnetti, Lucía; Hodgson, Bernard R.; Jones, Lesley; Kahane, Jean‐Pierre; Kronfellner, Manfred; Lakoma, Ewa; Maanen, Jan van; Michel-Pajus, Anne; Millman, Richard S.; Nagaoka, Ryo; Niss, Mogens Allan; Carvalho, João Pitombeira de; Silva, Circe Mary Silva da; Smid, Harm Jan; Thomaidis, Yannis; Tzanakis, Constantinos; Visokolskis, Sandra; Zhang, Dian Zhou

doi:10.1007/0-306-47220-1_1

Cited by 16 publications

(14 citation statements)

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“…The merits of incorporating the history of mathematics in elementary and secondary school curricula have been extensively discussed (Fasanelli et al 2000). Injecting the history of mathematics in school curricula enhances learners' motivation, promotes favored attitudes, draws attention to possible obstacles faced in the generation and evolution of mathematical concepts, and thus reveals the humanistic side of the subject.…”

Section: The History Of Mathematics In Teacher Preparation Programsmentioning

confidence: 99%

Using the history of mathematics to induce changes in preservice teachers’ beliefs and attitudes: insights from evaluating a teacher education program

2008

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Scholars and teacher educators alike agree that teachers' beliefs and attitudes toward mathematics are key informants of teachers' instructional approaches. Therefore, it has become clear that, in addition to enriching preservice teachers' (PSTs) knowledge, teacher education programs should also create opportunities for prospective teachers to develop productive beliefs and attitudes toward teaching and learning mathematics. This study explored the effectiveness of a mathematics preparatory program based on the history of mathematics that aimed at enhancing PSTs' epistemological and efficacy beliefs and their attitudes toward mathematics. Using data from a questionnaire administered four times, the study traced the development of 94 PSTs' beliefs and attitudes over a period of 2 years. The analysis of these data showed changes in certain dimensions of the PSTs' beliefs and attitudes; however, other dimensions were found to change in the opposite direction to that expected. Differences were also found in the development of the PSTs' beliefs and attitudes according to their mathematical background. The data yielded from semi-structured follow-up interviews conducted with a convenience sample of PSTs largely corroborated the quantitative data and helped explain some of these changes. We discuss the effectiveness of the program considered herein and draw implications for the design of teacher education programs grounded in the history of mathematics.

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Section: The History Of Mathematics In Teacher Preparation Programsmentioning

confidence: 99%

Using the history of mathematics to induce changes in preservice teachers’ beliefs and attitudes: insights from evaluating a teacher education program

2008

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“…En parallèle, la présence de l'histoire des mathématiques a augmenté considérablement dans les milieux de formation à l'enseignement (Barbin, 2006;Fasanelli et al, 2000). Du côté de la recherche, plusieurs travaux soulignent l'importance de l'histoire.…”

Section: Histoire Et Formation à L'enseignement Des Mathématiquesunclassified

“…Concurrently, the presence of history of mathematics has increased considerably in teaching-learning environments (Barbin, 2006;Fasanelli et al, 2000). In terms of research, several studies highlight the importance of history for preservice teachers.…”

Section: History and Teacher Training In Mathematicsmentioning

confidence: 99%

From Data Through Coding Toward Categorizing: Negotiating Data Analysis in Constructivist Grounded Theory

McFeetors¹

2017

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“…‫ﺎرﯾﺦ‬ ‫ﺗ‬ ‫ﻮل‬ ‫ﺣ‬ ‫ﯿﻦ‬ ‫اﻟﻤﻌﻠﻤ‬ ‫ﺎرف‬ ‫ﻣﻌ‬ ‫ﻌﻒ‬ ‫ﺿ‬ ‫ﻞ‬ ‫ﻋ‬ ‫ﺎت‬ ‫اﻟﺪراﺳ‬ ‫ﻦ‬ ‫ﻣ‬ ‫ﺪ‬ ‫اﻟﻌﺪﯾ‬ ‫ﺪ‬ ‫وﺗﺆﻛ‬ ‫ﮭﺎ‬ ‫ﺗﺪرﯾﺴ‬ ‫ﻲ‬ ‫ﻓ‬ ‫ﺔ‬ ‫اﻟﻜﺎﻣﻨ‬ ‫ﺔ‬ ‫اﻟﺘﺮﺑﻮﯾ‬ ‫ﺪ‬ ‫واﻟﻔﻮاﺋ‬ ، ‫ﯿﺎت‬ ‫اﻟﺮﯾﺎﺿ‬ . ( Abrantes, 1998;Carvalho da Silva, 2001b;Fasanelli, 2000;Führer, 1991;Furinghetti, 1997;Stander, 1989;Thomaidis, 1991;Tzanakis&Arcavi, 2000), Arcavi, Bruckheimer, & Ben−Zvi, 1982;Bidwell, 1993;Fauvel, 1991;Reimer & Reimer, 1995;Tzanakis &Arcavi, 2000;van Maanen, 1997;Wilson &Chauvot, 2000).…”

Section: ‫اﻟﺪراﺳﺔ‬ ‫ﻣﺸﻜﻠﺔ‬mentioning

confidence: 99%

“…‫ﻞ‬ ‫داﺧ‬ ‫ﮭﺎ‬ ‫ﺗﺪرﯾﺴ‬ ‫ﻲ‬ ‫ﻓ‬ ‫ﻌﻒ‬ ‫ﺿ‬ ‫ﻰ‬ ‫ﻋﻠ‬ ‫ﺎت‬ ‫اﻟﺪراﺳ‬ ‫ﻦ‬ ‫ﻣ‬ ‫ﺪ‬ ‫اﻟﻌﺪﯾ‬ ‫ﺪت‬ ‫أﻛ‬ ‫ﺪ‬ ‫وﻟﻘ‬ ، ‫ﻮل‬ ‫اﻟﻔﺼ‬ ‫ﻲ‬ ‫ﻓ‬ ‫ﺔ‬ ‫واﻟﻜﺎﻣﻨ‬ ‫ﺔ‬ ‫اﻟﺘﺮﺑﻮﯾ‬ ‫ﺪ‬ ‫واﻟﻔﻮاﺋ‬ ، ‫ﯿﺎت‬ ‫اﻟﺮﯾﺎﺿ‬ ‫ﺎرﯾﺦ‬ ‫ﺗ‬ ‫ﻮل‬ ‫ﺣ‬ ‫ﯿﻦ‬ ‫اﻟﻤﻌﻠﻤ‬ ‫ﺎرف‬ ‫ﻣﻌ‬ ‫ﮭﺎ‬ ‫ﺗﺪرﯾﺴ‬ . ( Abrantes, 1998;Carvalho da Silva, 2001b;Fasanelli, 2000;Führer, 1991;Furinghetti, 1997;Stander, 1989;Thomaidis, 1991;Tzanakis&Arcavi, 2000),…”

Section: ‫و‬ ‫ﯿﺎت‬ ‫اﻟﺮﯾﺎﺿ‬ ‫ﺎرﯾﺦ‬ ‫ﺗ‬ ‫ﺞ‬ ‫دﻣ‬ ‫ﺎﻟﯿﺐ‬ ‫أﺳ‬ ‫ﻋﻠﻰ‬ ‫اﻟmentioning

confidence: 99%

أثر تصمیم قصص رقمیة فی تاریخ الریاضیات فی تنمیة مهارة تصمیمها ومعتقدات دمج تاریخ الریاضیات فی تدریسها لدى المعلمة قبل الخدمة

سيد¹

2016

مجلة تربویات الریاضیات

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The political context

Cited by 16 publications

References 0 publications

Using the history of mathematics to induce changes in preservice teachers’ beliefs and attitudes: insights from evaluating a teacher education program

Using the history of mathematics to induce changes in preservice teachers’ beliefs and attitudes: insights from evaluating a teacher education program

From Data Through Coding Toward Categorizing: Negotiating Data Analysis in Constructivist Grounded Theory

أثر تصمیم قصص رقمیة فی تاریخ الریاضیات فی تنمیة مهارة تصمیمها ومعتقدات دمج تاریخ الریاضیات فی تدریسها لدى المعلمة قبل الخدمة

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