Outgrowth of a Philosophical Approach to the Teaching of Mathematics

1949 ◽  
Vol 42 (3) ◽  
pp. 133-142
Author(s):  
Elizabeth Baker Covey
Keyword(s):  
General Outline ◽  
Philosophical Approach ◽  
Mathematics History ◽  
Home Work ◽  
Teaching Of Mathematics

This program was the outgrowth of special emphasis in the teaching of mathematics in my classes in the National Cathedral School. During the last six weeks of the fourth year the pupils’ home work was devoted entirely to reading mathematics history. (Most of the class- work was confined to textbook review.) Each girl was given two assignments—one covering the general outline of history and another covering either a special division of mathematics or the life of a prominent mathematician.

scholarly journals Mathematics History and Cognitive Values on a Didactic Sequence: Teaching Trigonometry

2018 ◽  
Vol 7 (3) ◽  
pp. 311
Author(s):  
Helenara Regina Sampaio Figueiredo ◽  
Irinéa De Lourdes Batista
Keyword(s):  
High School Students ◽  
Historical Perspective ◽  
School Students ◽  
Philosophical Approach ◽  
Mathematics History ◽  
Cognitive Values ◽  
Theoretical Innovation ◽  
Didactic Engineering ◽  
History Of ◽  
Qualitative Nature

This article summarizes the preparation and the results of a study, which aimed to evaluate the effectiveness of historical-philosophical approach in teaching trigonometry in association with the detection of cognitive values, as presented by Lacey. On this association lies the theoretical innovation of the work. To conduct the survey, we organized the activities in sequence as proposed by the Didactic Engineering, based on the history of trigonometry. The study was carried out with high school students of a public school in Londrina and it had a qualitative nature. We have concluded that the approach based on historical perspective with the observation of cognitive values expressed by the mathematics showed being effective for the learning of the Trigonometry and its incorporation into the student's knowledge. 

Otto Toeplitz's 1927 Paper on the Genetic Method in the Teaching of Mathematics

2015 ◽  
Vol 28 (2) ◽  
pp. 285-295 ◽  
Author(s):  
Michael N. Fried ◽  
Hans Niels Jahnke
Keyword(s):  
Mathematics Education ◽  
History Of Mathematics ◽  
Teaching Mathematics ◽  
Infinitesimal Calculus ◽  
Genetic Method ◽  
Mathematics History ◽  
University Courses ◽  
History Of ◽  
Teaching Of Mathematics

Argument“The problem of university courses on infinitesimal calculus and their demarcation from infinitesimal calculus in high schools” (1927) is the published version of an address Otto Toeplitz delivered at a meeting of the German Mathematical Society held in Düsseldorf in 1926. It contains the most detailed exposition of Toeplitz's ideas about mathematics education, particularly his thinking about the role of the history of mathematics in mathematics education, which he called the “genetic method” to teaching mathematics. The tensions and assumptions about mathematics, history of mathematics, and historiography revealed in this piece dedicated to educational ideas are what make Toeplitz's text interesting in the study of historiography of mathematics. In general, the ways historiography of mathematics and teaching of mathematics, even without an immediate concern for history, are deeply entangled and, in our view, worth attention both in historical and educational research.

scholarly journals A História da Matemática no ensino da matemática nos primeiros anos

2019 ◽  
Vol 20 ◽  
pp. 77-88
Author(s):  
Eunice Joana Ribeiro Tavares ◽  
Ana Paula Florêncio Aires
Keyword(s):  
Teaching Practice ◽  
Basic Education ◽  
History Of Mathematics ◽  
Mathematical Task ◽  
Pedagogical Tools ◽  
Mathematics History ◽  
Mathematics Tasks ◽  
Technological Tools ◽  
History Of ◽  
Teaching Of Mathematics

Resumo Num tempo em que se multiplicam diversas ferramentas tecnológicas para o ensino, em alguns momentos os professores esquecem-se de que os recursos mais simples, devidamente integrados, podem constituir-se como poderosas ferramentas pedagógicas. Nesta comunicação apresentamos uma intervenção didática, realizada numa turma do 5.o ano do 2.o Ciclo do Ensino Básico, que teve por base a integração da História da Matemática, em contexto de Prática de Ensino Supervisionada. Foi construída e implementada uma tarefa matemática, de acordo com os conteúdos programáticos que estavam a ser lecionados e tendo como suporte um material que designamos por “Baú Matemático”. Este estava organizado em cinco seções: A história ajuda, Curiosidades Matemáticas, Jogos Matemáticos, Explora e Biblioteca de Matemáticos, sendo que neste trabalho apenas exploramos a última seção. A concretização desta tarefa constituiu-se como uma experiência muito enriquecedora, pela confirmação da possibilidade e das potencialidades que a integração da História da Matemática acarreta para o ensino da matemática.Palavras-chave: Matemática, História da Matemática, Tarefas, Ensino. Abstract At a time when many technological tools for teaching are multiplying, at some moments, teachers forget that the simplest resources, properly integrated, can be powerful pedagogical tools. In this communication we present a didactic intervention carried out in a class of the 5th year of the 2nd Cycle of Basic Education, based on the integration of the History of Mathematics, in the context of Supervised Teaching Practice. A mathematical task was constructed and implemented, according to the programmatic contents that were being taught and supported by a material called "Mathematical Chest". This was organized into five sections: The Help Story, Mathematical Curiosities, Mathematical Games, Explore and Library of Mathematicians, and in this work we only explore the last section. Carrying out this task constituted a very enriching experience, by the confirmation of the possibility and the potential that the integration of the History of Mathematics entails for the teaching of mathematics. Keywords: Mathematics, History of Mathematics, Tasks, Teaching.

Training Methods With Clinicians and Students—A Personal Story and Change: Narrative Therapy for Stuttering

2008 ◽  
Vol 18 (1) ◽  
pp. 37-42 ◽  
Author(s):  
Margaret Leahy
Keyword(s):  
Narrative Therapy ◽  
Evidence Based Practice ◽  
Theoretical Background ◽  
Evidence Based ◽  
Training Methods ◽  
Sense Of Control ◽  
Case Description ◽  
General Outline ◽  
Personal Story ◽  
Fluency Disorders

Abstract Educating students and informing clinicians regarding developments in therapy approaches and in evidence-based practice are important elements of the responsibility of specialist academic posts in universities. In this article, the development of narrative therapy and its theoretical background are outlined (preceded by a general outline of how the topic of fluency disorders is introduced to students at an Irish university). An example of implementing narrative therapy with a 12-year-old boy is presented. The brief case description demonstrates how narrative therapy facilitated this 12-year-old make sense of his dysfluency and his phonological disorder, leading to his improved understanding and management of the problems, fostering a sense of control that led ultimately to their resolution.

Formation of financial literacy in training of informatics teachers on the basis of the 1С:Enterprise system

2020 ◽  
Vol 1 (1) ◽  
pp. 11-18
Author(s):  
M. A. Rodionov ◽  
I. V. Akimova
Keyword(s):  
Financial Literacy ◽  
Basic Knowledge ◽  
State University ◽  
Science And Literature ◽  
Successful Development ◽  
Mathematics History ◽  
School Subjects ◽  
Personal Finances ◽  
The Right

In the submitted study the problem of the formation of financial literacy of students at informatics lessons and relevant training of future informatics teachers is considered. Financial literacy is understood as a set of basic knowledge in the field of finance, banking, insurance, as well as budgeting for personal finances that allow a person to choose the right financial product or service, soberly assess and take risks that may arise during the use of these products, correctly accumulate savings and identify doubtful (fraudulent) investment schemes. The authors conclude that successful development of meaningful lines of the course of financial literacy requires integration of a few school subjects, such as mathematics, history, informatics, social science and literature. The role of modern informatics teacher in the formation of financial literacy of students is great. Therefore, in the training of a future informatics teacher, it should be paid the attention to issues related to the study of elements of financial literacy in informatics lessons. In order to solve the problem, the authors propose to use the special course “Basics of work in 1С:Enterprise”, which is implemented at Penza State University. The article contains a program of the course and the methodological recommendations for its implementation.

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