scholarly journals INFINITY: AN INTERDISCIPLINARY ACCESS KEY TO PHILOSOPHICAL EDUCATION THROUGH MATHEMATICS

2014 ◽  
Vol 60 (1) ◽  
pp. 5-9
Author(s):  
Paolo Bussotti
Keyword(s):  
High School ◽  
Science Education ◽  
General Theory ◽  
History Of Mathematics ◽  
Philosophical Education ◽  
History Of ◽  
Teaching Of Mathematics ◽  
Mathematics And Science Education ◽  
And Mathematics ◽  
Mathematics And Science

In some previous contributions of mine written for Scientia Educologica’s journals (Bussotti 2012; Bussotti, 2013; Bussotti, 2014) I dealt with the possible use of history of mathematics and science inside mathematics and science education. There is an abundant literature on this subject and I only tried to offer some ideas on possible educative itineraries in which history of mathematics and science could play a role. I had no claim to supply elements for a general theory on the relations history of mathematics-mathematics education and history of science-science education. In this editorial, I would like to deal with a possible interdisciplinary link between philosophical education and mathematics. This link is given by the infinity. The following considerations are valid for all those countries in which some high schools exist where philosophy is taught and, in general, for every course at a philosophical faculty in which the problem of the infinity is faced. Furthermore, they can also be useful in the teaching of mathematics at the high school when the concepts of infinity and infinitesimal (typically while dealing with calculus) are introduced.

Educational and Cultural Identities in Virtual Social Networks

2012 ◽  
Vol 2 (3) ◽  
pp. 57-70 ◽  
Author(s):  
Wajeeh Daher
Keyword(s):  
Social Networks ◽  
Identity Development ◽  
History Of Mathematics ◽  
Theory Approach ◽  
Learning And Teaching ◽  
History Of ◽  
Research Findings ◽  
And Mathematics ◽  
Grounded Theory Approach ◽  
Mathematics And Science

This research attempts to describe the identity development of students/teachers who used a virtual social network –Facebook to work with historical mathematics and mathematicians in the frame of a second degree course. Fifteen participants aged from 24 to 53 years old participated in the course in which they were required to attend mathematical Facebook sites involved with math history. The research findings arrived at using the grounded theory approach indicate that working with historical mathematicians and talking and discussing their work in virtual social networks, students/ teachers developed their identity in four aspects: (1) the educational aspect, (2) the cultural aspect, (3) the personality aspect, and (4) the ethnic aspect. These identity aspects were developed due to the different conditions of the learning environment, together with the actions/ interactions of the participants. Specifically, working with the history of mathematics in virtual social networks made the participants aware of (1) the advantages of integrating technology in learning and teaching, (2) the advantages of integrating history in the learning and teaching of mathematics and science, and (3) the possibility to move their culture to one that is involved more in science and mathematics. In addition, working with the history of mathematics in virtual social networks made the participants proud of their heritage and as a result they increased their self esteem.

scholarly journals DUPLICACIÓN DEL CUADRADO Y EL VOLUMEN DE SÓLIDOS EN EL CÓDICE ATLÁNTICO DE LEONARDO DA VINCI: UN ESTUDIO DE LA HOJA 100r

PARADIGMA ◽  
2020 ◽  
pp. 285-316
Author(s):  
Jeová Pereira Martins
Keyword(s):  
High School ◽  
Da Vinci ◽  
History Of Mathematics ◽  
Leonardo Da Vinci ◽  
School Level ◽  
High School Level ◽  
Teaching Geometry ◽  
Historical Text ◽  
History Of ◽  
Teaching Of Mathematics

En este artículo son presentados resultados parciales de una investigación que tomó como base epistemológica los estudios sobre fuentes históricas textuales discutidos por Barros (2004), en este caso, el Códice Atlántico de Leonardo da Vinci con foco en el uso de la historia para la enseñanza de la Matemática. El objetivo central fue interpretar las imágenes representadas en la hoja 100r en busca de las relaciones geométricas que puedan emerger, con el fin de movilizarlas para las aulas de matemática (enseñanza de la geometría) en la Educación Básica, por medio de la problematización de los dibujos y anotaciones en la hoja. El material fue una copia impresa del manuscrito de Da Vinci que contienen 111 hojas e dibujos y anotaciones dentro de las cuales, en este artículo, analizamos la hoja 100r en la cual Leonardo presenta dos temas centrales: la duplicación del cuadrado y las relaciones entre los volúmenes de sólidos. La investigación documental realizada tuvo como fundamentos para la interpretación del lenguaje registrado en la hoja estudiada, elementos de la semiótica de C. S. Peirce a partir de Santaella (1995, 2012). Los resultados apuntan para la posibilidad del establecimiento de relaciones entre la geometría reflejada en el Códice Atlántico de Leonardo da Vinci y la geometría de la Educación Básica con foco en la elaboración de actividades de enseñanza a partir de la problematización (Miguel Mendes, 2010) de la geometría histórica identificada en el Códice Atlántico.Palabras clave: Historia de las matemáticas, Enseñanza de las matemáticas, Geometría, Leonardo da Vinci. DUPLICATION OF THE SQUARE AND THE VOLUME OF SOLIDS IN LEONARDO DA VINCI'S ATLANTIC CODEX: A STUDY OF THE 100r SHEET AbstractThis article presents partial results of a wider research whose epistemological foundations were the studies on historical text sources discussed by Barros (2004), and which was based on Leonardo da Vinci’s Atlantic Codex, focusing on History for the teaching of Mathematics. The main objective was to interpret the images presented on leaf 100r, aiming to find possible geometric relations, and mobilize them during mathematics classes – namely, in geometry lessons – both in Elementary and High School, problematizing the drawings and notes in the aforementioned leaf. Our source was a printed copy of Da Vinci’s manuscript containing 1119 leaves of drawings and notes. Among these is leaf 100r, which we analyze in this article. In it, Leonardo presents two central themes: the duplication of the square and the relations between solid volumes. The documented research we accomplished based the interpretation of the language used in leaf 100r on some elements of C. S. Peirce’s semiotics, as defined by Santaella (1995, 2012). The results point out the possibility of establishing relations between the geometry we find on Leonardo da Vinci’s Atlantic Codex and the geometry studied at the Elementary and High School level, focusing on the elaboration of teaching activities based on the problematization (Miguel Mendes, 2010) of the historical geometry one finds on the Atlantic Codex.Keywords: History of Mathematics, Mathematics teaching, geometry, Leonardo da Vinci. A DUPLICAÇÃO DO QUADRADO E O VOLUME DE SÓLIDOS NO CÓDICE ATLÂNTICO DE LEONARDO DA VINCI: UM ESTUDO DA FOLHA 100r ResumoO presente artigo apresenta resultados parciais de uma pesquisa mais ampla, que tomou como base epistemológica os estudos sobre fontes históricas textuais discutidos por Barros (2004), concretizado no Códice Atlântico de Leonardo da Vinci, com foco no uso na história para o ensino de Matemática. O objetivo central foi interpretar imagens representadas na folha 100r em busca de relações geométricas que possam emergir, a fim de mobilizá-las para as aulas de matemática (ensino de geometria) na Educação Básica, por meio da problematização dos desenhos e anotações da folha. O material empírico foi uma cópia impressa do manuscrito de Da Vinci que contém 1119 folhas de desenhos e anotações dentre os quais, neste artigo, analisamos a folha 100r na qual Leonardo apresenta dois temas centrais: a duplicação do quadrado e as relações entre volumes de sólidos. A pesquisa documental realizada tomou como fundamentos para a interpretação da linguagem registrada na folha em estudo, elementos da semiótica de C. S. Peirce a partir de Santaella (1995, 2012). Os resultados apontam para a possibilidade do estabelecimento de relações entre a geometria refletida no Códice Atlântico de Leonardo da Vinci e a geometria da Educação Básica com foco na elaboração de atividades de ensino a partir da problematização (MIGUEL MENDES, 2010) da geometria histórica identificada no Códice Atlântico.Palavras-chave: História da Matemática, Ensino da matemática, Geometria, Leonardo da Vinci.

scholarly journals Teaching science and mathematics to students with visual impairments: Reflections of a visually impaired technician

2015 ◽  
Vol 4 (1) ◽  
Author(s):  
Mbulaheni Maguvhe
Keyword(s):  
Science Education ◽  
School Environment ◽  
Social Institutions ◽  
Structured Interview ◽  
School Factors ◽  
Mathematics And Science Education ◽  
And Mathematics ◽  
Learner Empowerment ◽  
Partially Sighted ◽  
Mathematics And Science

This study reports on factors that limit the participation of blind and partially sighted learners in mathematics and science education. Since the teacher, still remains one of the most crucial factors in any education system, the researcher deemed it important to investigate the role of the teacher as understood by a blind technician in promoting the participation of blind and partially sighted learners in mathematics and science subjects, which few of these learners take beyond primary school. A case study was conducted interrogating a blind technician, who regards himself as an unqualified scientist, in his understanding of various school factors that could entice blind and partially sighted learners to participate in mathematics and science education, and to promote their retention in related professions. The participant thus drew from his own experiences of the school environment and wider concentric social institutions. A semi-structured interview schedule was followed and the responses were recorded by mutual consent. Analysis was conducted based on questions put to the participant. The study revealed that teacher motivation and mentorship in mathematics and science methodologies and the use of tools for learner empowerment are lacking. It further revealed that teachers lack the requisite skills in special education to harness learner potential in mathematics and science. This situation necessitates government action in teacher training and development.

Newton and the Origin of Civilization

2012 ◽  
Author(s):  
Jed Z. Buchwald ◽  
Mordechai Feingold
Keyword(s):  
Good Reason ◽  
History Of Mathematics ◽  
Primary Sources ◽  
Ancient History ◽  
Isaac Newton ◽  
History Of ◽  
Ancient Civilizations ◽  
And Mathematics ◽  
One Year ◽  
Radical Ideas

Isaac Newton’s Chronology of Ancient Kingdoms Amended, published in 1728, one year after the great man’s death, unleashed a storm of controversy. And for good reason. The book presents a drastically revised timeline for ancient civilizations, contracting Greek history by five hundred years and Egypt’s by a millennium. This book tells the story of how one of the most celebrated figures in the history of mathematics, optics, and mechanics came to apply his unique ways of thinking to problems of history, theology, and mythology, and of how his radical ideas produced an uproar that reverberated in Europe’s learned circles throughout the eighteenth century and beyond. The book reveals the manner in which Newton strove for nearly half a century to rectify universal history by reading ancient texts through the lens of astronomy, and to create a tight theoretical system for interpreting the evolution of civilization on the basis of population dynamics. It was during Newton’s earliest years at Cambridge that he developed the core of his singular method for generating and working with trustworthy knowledge, which he applied to his study of the past with the same rigor he brought to his work in physics and mathematics. Drawing extensively on Newton’s unpublished papers and a host of other primary sources, the book reconciles Isaac Newton the rational scientist with Newton the natural philosopher, alchemist, theologian, and chronologist of ancient history.

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