The Use of Mathematical History in Teaching

1929 ◽  
Vol 22 (3) ◽  
pp. 166-171
Author(s):  
J. O. Hassler
Keyword(s):  
High School ◽  
History Of Mathematics ◽  
College Teaching ◽  
Human Race ◽  
Educational Value ◽  
Mathematical History ◽  
Old Order ◽  
History Of ◽  
The Subject ◽  
Tennis Court

For several centuries subject matter was considered the only thing of importance in a course in mathematics. Then came a demand for the teaching of the applications of mathematics. Consequently there was written into our textbooks various types of applied problems. In the old order of things it was considered sufficient for the pupil to prove as an exercise-theorem that if the diagonals of a parallelogram are equal the figure is a rectangle. Now we suggest in connection with this exercise that a boy may test his accuracy in laying out a rectangular tennis court by measuring the diagonals. In more recent years we have also come to the realization that there is educational value in knowing the history of the subject; consequently we tell the pupil how and when the human race first discovered and proved this important fact about parallelograms with equal diagonals-or any other important and useful part of mathematics. So, in the last quarter of a century, we find the history of mathematics creeping into our high school textbooks. Let us consider then what value may be found in the history of mathematics, either in high school or college teaching, and how we may make use of mathematical history in teaching.

History of Mathematics in the Islamic World: The Present State of the Art

1985 ◽  
Vol 19 (1) ◽  
pp. 9-33 ◽  
Author(s):  
J. L. Berggren
Keyword(s):  
Present State ◽  
State Of The Art ◽  
History Of Mathematics ◽  
Islamic Culture ◽  
Islamic World ◽  
History Of ◽  
The Subject ◽  
Mathematical Sciences ◽  
Islamic Mathematics

In Recent Years, many discoveries in the history of Islamic mathematics have not been reported outside the specialist literature, even though they raise issues of interest to a larger audience. Thus, our aim in writing this survey is to provide to scholars of Islamic culture an account of the major themes and discoveries of the last decade of research on the history of mathematics in the Islamic world. However, the subject of mathematics comprised much more than what a modern mathematician might think of as belonging to mathematics, so our survey is an overview of what may best be called the “mathematical sciences” in Islam; that is, in addition to such topics as arithmetic, algebra, and geometry we will also be interested in mechanics, optics, and mathematical instruments.

scholarly journals OBITUARY

2007 ◽  
Vol 49 (3) ◽  
pp. 589-595
Author(s):  
Ian Anderson
Keyword(s):  
Natural Philosophy ◽  
History Of Mathematics ◽  
Albert Einstein ◽  
Theory Of Relativity ◽  
The Family ◽  
History Of ◽  
The Subject ◽  
Set Up ◽  
The University ◽  
Mathematics Department

Daniel Martin B.Sc., M.A., Ph.D., F.R.S.E. was born in Carluke on 16 April 1915, the only child of William and Rose Martin (née Macpherson). The family home in which he was born, Cygnetbank in Clyde Street, had been remodelled and extended by his father, and it was to be Dan's home all his life. His father, who was a carpenter and joiner, had a business based in School Lane, but died as a result of a tragic accident when Dan was only six. Thereafter Dan was brought up single handedly by his mother.After attending primary school in Carluke from 1920 to 1927, Dan entered the High School of Glasgow. It was during his third year there that he started studying calculus on his own. He became so enthused by the subject that he set his sights on a career teaching mathematics, at university if at all possible. On leaving school in 1932, he embarked on the M.A. honours course in Mathematics and Natural Philosophy at the University of Glasgow. At that time the Mathematics Department was under the leadership of Professor Thomas MacRobert; the honours course in Mathematics consisted mainly of geometry, calculus and analysis, and the combined honours M.A. with Natural Philosophy was the standard course for mathematicians. A highlight of his first session at university was attending a lecture on the origins of the general theory of relativity, given on 20th June 1933 by Albert Einstein. This was the first of a series of occasional lectures on the history of mathematics funded by the George A. Gibson Foundation which had been set up inmemory of the previous head of the Mathematics Department. From then on, relativity was to be one of Dan's great interests, lasting a lifetime; indeed, on holiday in Iona the year before he died, Dan's choice of holiday reading included three of Einstein's papers.

Elective Courses in Mathematics for Secondary Schools

1921 ◽  
Vol 14 (4) ◽  
pp. 161-170
Keyword(s):  
High School ◽  
Secondary Schools ◽  
General Character ◽  
Educational Value ◽  
Intrinsic Interest ◽  
Minimum Requirement ◽  
Elective Courses ◽  
The Subject

The Committee has elsewhere expressed its judgment that in the seventh eighth and ninth grades mathematics should be a required subject. In the tenth, eleventh and twelfth grades, however, the extent to which election of subjects is permitted will depend on so many factors of a general character that it seems unnecessary and inexpedient for the present Committee to urge a positive requirement beyond the minimum one for the seventh, eighth and ninth grades. The subject mnst, like others, stand or fall on its intrinsic merit or on the estimate of such merit by the authorities responsible at a given time and place. The Committee believes, nevertheless, that every standard high school should not merely offer courses in mathentatics for the tenth, eleventh and twelfth grades, but should encourage a large proportion of the pupils in its general courses to take some or all of these courses. Apart from the intrinsic interest and great educational value of the study of mathematics, it will in general be necessary for those preparing to enter college or to engage in the numerous occupations involving the use of mathematics to do work beyond the minimum requirement.

Everyman's Visit to the Land of the Mathematicians

1938 ◽  
Vol 31 (1) ◽  
pp. 7-18
Author(s):  
Edith Bruce Paterson
Keyword(s):  
High School ◽  
Junior High School ◽  
Junior High ◽  
History Of Mathematics ◽  
Senior High School ◽  
History Of

This sketch of the history of mathematics is intended for a junior high school audience, although it would not be too simple for a senior high school audience.

scholarly journals LA DISCIPLINA HISTORIA DE LAS MATEMÁTICAS EN LA UNIVERSIDAD FEDERAL DEL TRIÁNGULO MINERO: UN BREVE INFORME

PARADIGMA ◽  
2020 ◽  
pp. 317-332
Author(s):  
Mônica De Cássia Siqueira Martines
Keyword(s):  
Higher Education ◽  
History Of Mathematics ◽  
Specific Situation ◽  
Initial Training ◽  
Teaching And Research ◽  
History Of ◽  
The Subject ◽  
Estudio De Caso

Este artículo describe los resultados de un experimento que involucró la enseñanza y la investigación en la disciplina de Historia de las Matemáticas, impartido por el autor en la Universidad Federal de Triângulo Mineiro (UFTM) desde el comienzo de la oferta del Grado en Matemáticas en esa institución de educación superior. En este sentido, presentamos el formato de las clases y evaluaciones que se realizan para el tema del estudio que originó este artículo. La investigación desarrollada fue del tipo cualitativo, en particular un estudio de caso, ya que la experiencia descrita y explicada se centra en la preocupación por los aspectos de la realidad del aula de una sola situación específica. Los resultados muestran la necesidad de reflexión constante, diálogo y posibles cambios en la didáctica en el aula, ya que los estudiantes, cada día, son diferentes en un mundo globalizado e informatizado. También revelan la necesidad de invitar a los estudiantes a asumir el papel de protagonistas, de modo que las formas de evaluación para cada clase puedan modificarse.Palabras clave: Historia de las matemáticas; Evaluación; Formación inicial de profesores de matemáticas. THE DISCIPLINE HISTORY OF MATHEMATICS AT THE FEDERAL UNIVERSITY OF THE MINING TRIANGLE: A BRIEF REPORT AbstractThis article describes the results of an experiment that involved teaching and research in the History of Mathematics discipline, taught by the author at the Federal University of Triângulo Mineiro (UFTM) since the beginning of the offer of the Degree in Mathematics at that institution of higher education. In this sense, we present the format of the classes and assessments that are carried out for the subject of the study that originated this article. The research developed was of the qualitative type, particularly a case study, since the experience described and explained is centered on the concern with aspects of the classroom reality of a single specific situation. The results show the need for constant reflection, dialogue and possible change in the didactics in the classroom, since the students, each day, are different in a globalized and computerized world. They also reveal the need to invite students to assume the role of protagonists, so that the forms of assessment for each class can be modified.Keywords: History of Mathematics; Evaluation; Initial training of mathematics teachers.A DISCIPLINA HISTÓRIA DA MATEMÁTICA NA UNIVERSIDADE FEDERAL DO TRIÂNGULO MINEIRO:UM BREVE RELATO ResumoEste artigo descreve os resultados de uma experiência que envolveu ensino e pesquisa na disciplina História da Matemática, ministrada pela autora na Universidade Federal do Triângulo Mineiro (UFTM) desde o início da oferta do curso de Licenciatura em Matemática na referida instituição de ensino superior. Neste sentido apresentamos o formato das aulas e avaliações que são realizadas para a disciplina foco do estudo que originou este artigo. A pesquisa desenvolvida foi do tipo qualitativa, particularmente um estudo de caso, uma vez que a experiência descrita e explicada está centrada na preocupação com os aspectos da realidade da sala de aula de uma única situação especifica. Os resultados mostram a necessidade de constante reflexão, diálogo e possível alteração na didática em sala de aula, visto que os(as) alunos(as), a cada dia, se mostram diferentes perante um mundo globalizado e informatizado. Revelam, também, a necessidade de convidar os(as) alunos(as) a assumirem o papel de protagonistas, fazendo com que as formas de avaliação de cada turma possam ser modificadas.Palavras-chave: História da Matemática; Avaliação; Formação inicial de professores de matemática.

scholarly journals THE STRATEGIES FOR LEARNING THE HISTORY OF ISLAMIC CIVILIZATION

2022 ◽  
Vol 21 (02) ◽  
pp. 331-351
Author(s):  
Haniefa Nuruddienil Fithriy ◽  
Didin Sirojudin
Keyword(s):  
High School ◽  
Junior High School ◽  
Group Work ◽  
Field Research ◽  
History Of ◽  
The Subject ◽  
Allocation Of Time ◽  
Islamic Civilization ◽  
Descriptive Method ◽  
Good Preparation

The limited allocation of time, which is only 2 hours per week, the curricula that often change, the stereotypes about the History of Islamic Civilization (Sejarah Kebudayaan Islam or SKI) as a merely complementary and a boring subject, are among significant obstacles for SKI teachers to deliver the learning of the subject with demands for changes in the students’ cognitive, affective, and psycho-motoric aspects,. This paper aims at studying the strategies employed by the SKI teacher at the Islamic Junior High School (Madrasah Tsanawiyah or MTs) “Bahrul Ulum” Gadingmangu – Perak – Jombang in learning the subject to the students. The study is qualitative field research and the data was analyzed using the descriptive method. The findings show that the teacher’s good preparation and mastery of the subject, the Small Group Work (SGW) technique, and self-habituation activities have helped much in overcoming obstacles in the SKI learning as well as helping students to obtain good achievement both academically and non-academically.

scholarly journals Pengembangan Perangkat Pembelajaran Lingkaran SMP Kelas VIII dengan Suplemen Materi History of Mathematics (HOM)

2015 ◽  
Vol 10 (2) ◽  
pp. 211
Author(s):  
Tri Hidayati ◽  
Djamilah Bondan Widjajanti
Keyword(s):  
High School ◽  
Junior High School ◽  
Qualitative Data ◽  
Junior High ◽  
History Of Mathematics ◽  
Lesson Plans ◽  
Design Development ◽  
8Th Grade ◽  
History Of ◽  
Analysis Design

Tujuan penelitian ini adalah menghasilkan perangkat pembelajaran lingkaran SMP Kelas VIII dengan suplemen materi History of Mathematics (HoM) yang terdiri dari RPP dan Modul yang memenuhi kriteria valid, praktis, dan efektif. Model pengembangan ynag digunakan adalah model ADDIE (Analysis, Design, Development, Implementation, dan Evaluation). Analisis data kevalidan dan kepraktisan dilakukan dengan cara mengkonversi skor empiris yang diperoleh menjadi data kualitatif skala lima. Analisis keefektifan dilakukan dengan cara menentukan persentase banyak siswa yang mencapai kategori minimal tinggi untuk angket dan menentukan persentase ketuntasan siswa pada tes prestasi belajar. Berdasarkan hasil validasi, RPP dan Modul yang dikembangkan memenuhi kriteria valid dengan kategori sangat baik. RPP dan Modul yang dikembangkan praktis dan efektif. Kepraktisan perangkat pembelajaran yang dikembangkan mencapai kategori sangat baik berdasarkan hasil observasi keterlaksanaan pembelajaran dan penilaian guru, modul mencapai kategori baik berdasarkan respon siswa. Perangkat pembelajaran juga efektif ditinjau dari motivasi, rasa ingin tahu, dan prestasi belajar siswa.Kata Kunci: pengembangan, perangkat pembelajaran, History of Mathematics Developing Circle Instructional Kits of 8th Grade Junior High School with the Supplement of History of Mathematics (HOM) Material AbstractThis research aims to produce the circle instructional kits for 8th grade Junior High School with the supplement of history of mathematics (HoM), consists of lesson plans and module. The developing model was ADDIE’s model (Analysis, Design, Development, Implementation, and Evaluation). The validity and practicality of the data were analyzed by converting the empiric scores obtained into five scale qualitative data. The effectivity was analyzed by determining the percentage of students who reached minimally high category of the questionnaires and determining the percentage of student’s completeness in the achievement test. Based on the validation result of lesson plans and module which have been developed, they include in valid criteria with very good category. Lesson plans and module which have been developed are practical and effective. The Practicability of instructional kits that are developed reach very good category that based on observation result of lesson implementation and teacher’s evaluation, the module reaches good categoty that based on students’ response. Instructional kits also effective based on students’ motivation, curiosity, and achievement.Keywords: development, instructional kit, History of Mathematics

Euler, Leonhard (1707–1783)

2018 ◽  
Author(s):  
Jeremy Gray
Keyword(s):  
Eighteenth Century ◽  
Quadratic Forms ◽  
Body Problem ◽  
History Of Mathematics ◽  
Body Motion ◽  
Integral Calculus ◽  
History Of ◽  
The Subject ◽  
High Level ◽  
Three Body

Leonhard Euler’s importance for the history of mathematics is undoubted. Not only was he the most prolific mathematician ever – his collected works so far run to 76 volumes and further editions of his correspondence are planned – he dominated the eighteenth century. He combined an extraordinary memory, a capacity for a huge range of interests, an exceptional technical facility, and an ability to work to a high level of abstraction with a natural clarity of expression. His importance extends beyond his many profound innovations in many fields, of which three can be mentioned here: - mechanics, which he built up from the motion of point masses through the theory of rigid body motion to aero- and hydrodynamics, with applications to ship design, gunnery, optics, and celestial mechanics, where he did important work on the motion of the Moon and the three body problem; - the calculus, where he successfully introduced the concept of a function as fundamental; and - number theory, including the theory of quadratic forms and the zeta function. It was also the force of his example that established the culture of publishing in mathematics, and replaced the markedly more secretive habits of Newton and Leibniz. His widespread correspondence stimulated others, his work at the head of the Academy of St Petersburg helped develop mathematics in Russia, and his textbooks on the differential and integral calculus and on algebra made the subject accessible to generations of students.

antonio favaro and the edizione nazionale of galileo's works

2001 ◽  
Vol 14 (s1) ◽  
pp. 357-361
Author(s):  
giuseppe castagnetti ◽  
michele camerota
Keyword(s):  
High School ◽  
Projective Geometry ◽  
History Of Mathematics ◽  
Infinitesimal Calculus ◽  
History Of ◽  
University Of Padua ◽  
The University

antonio favaro was born in padua on 21 may 1847 to a cultivated family of lower nobility. after having accomplished his studies in mathematics at the university of padua in 1866, he went to turin, where he specialized as an engineer at the scuola d’applicazione (polytechnical high school) in 1869. as early as 1872, he was appointed as extra-ordinary professor at the university of padua. for fifty years he taught graphical statics there. during different periods he also gave courses in infinitesimal calculus and projective geometry. since 1878 favaro, as one of the first in an italian university, also taught history of mathematics. he died in padua on 30 september 1922, shortly after his retirement.

Computer-oriented Mathematics: An Eulerian Development for Pi: A Research Project for High School Students

1970 ◽  
Vol 63 (7) ◽  
pp. 597-608
Author(s):  
Thomas W. Smithson
Keyword(s):  
High School ◽  
High School Students ◽  
School Teacher ◽  
History Of Mathematics ◽  
High School Teacher ◽  
School Students ◽  
Research Project ◽  
Historical Materials ◽  
History Of ◽  
Mathematics Research

During a summer's study under the auspices of the National Science Foundation,1 our History of Mathematics class encountered a most interesting Eulerian problem in infinite series. The problem is exemplary of an abundance of wonderfully rich and exciting historical materials. Acquiring a background in the history of mathematics is important to the high school teacher, for it provides an invaluable source of problem materials with which to capture the imagination and intellectual energies of students. High school mathematics curricula have often been criticized for not providing students with the opportunity to experience the excitement and the deep creative satisfaction of original se]f directed mathematical research. It is hoped that the development that fo1lows provides an example of a viable mathematics research project for secondary school students.

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