Archimedes

1965 ◽  
Vol 58 (7) ◽  
pp. 634-636
Author(s):  
Toren W. Pixley
Keyword(s):  
High School ◽  
History Of Mathematics ◽  
Famous Mathematician ◽  
History Of

It is my contention that the dry bones of history can be rattled to produce a merrier tune than the mournful dirge so often associated with this subject. Tho following is an attempt to take the life of a famous mathematician, Archimedes, and to present the accepted facts of his life in a way that may titillate the high school pupil's interest and thus be conducive to developing in the pupil an interest in the history of mathematics so that he will do more reading in this area. The facts for this article have been garnered from histories of mathematics by Howard Eves, Vera Sanford, E. T. Bell, and others.

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 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

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.

Projects: Historical Modules Project

2000 ◽  
Vol 93 (8) ◽  
pp. 728
Keyword(s):  
High School ◽  
High School Teachers ◽  
National Science Foundation ◽  
Mathematics Curriculum ◽  
History Of Mathematics ◽  
Secondary Mathematics ◽  
Teaching Mathematics ◽  
School Teachers ◽  
National Science ◽  
History Of

The Historical Modules Project, a part of the Institute in the History of Mathematics and Its Use in Teaching (IHMT), is sponsored by the Mathematical Association of America (MAA) and supported by the National Science Foundation. In the project, eighteen high school teachers and six college teachers with experience in the history of mathematics have been working in six teams to develop modules for various topics in the secondary mathematics curriculum. These modules are intended to show teachers how to use the history of mathematics in teaching mathematics.

The Value of the History of Greek Mathematics to Secondary School Teachers

1925 ◽  
Vol 18 (5) ◽  
pp. 296-297
Author(s):  
Walter Crosby Eells
Keyword(s):  
High School ◽  
Secondary School ◽  
Secondary School Teachers ◽  
History Of Mathematics ◽  
School Mathematics ◽  
High School Mathematics ◽  
School Teachers ◽  
History Of ◽  
Greek Mathematics

The course in history of mathematics is given this year at Whitman College two hours a week for sixteen weeks to a class of five juniors and seniors, all of whom are planning on teaching high school mathematics.

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 Classroom

1930 ◽  
Vol 23 (8) ◽  
pp. 504a-508
Author(s):  
Bernice Wiltshire
Keyword(s):  
High School ◽  
History Of Mathematics ◽  
School Curriculum ◽  
High School Curriculum ◽  
School Pupil ◽  
History Of ◽  
Extreme View

I Was Recently confronted with the assertion that teachers of mathematics would soon be seeking other fields as that subject was fast approaching a state of obsoleteness in the high school curriculum. This was of course an extreme view but nevertheless in line with the trend of opinion that makes necessary the justifying of the place of mathematics by reorganized and enriched teaching that will be adequate for our present type of high school pupil.

Connecting Research to Teaching: Do Teachers Need to Incorporate the History of Mathematics in Their Teaching?

2003 ◽  
Vol 96 (6) ◽  
pp. 416-421 ◽  
Author(s):  
Po-Hung Liu
Keyword(s):  
High School ◽  
Mathematics Education ◽  
Empirical Evidence ◽  
High School Teachers ◽  
Mathematics Curriculum ◽  
History Of Mathematics ◽  
School Mathematics ◽  
School Teachers ◽  
History Of ◽  
Definition Of

The merits of incorporating history into mathematics education have received considerable attention and have been discussed for decades. Still, before taking as dogma that history must be incorporated in mathematics, an obvious question is, Why should the history of mathematics have a place in school mathematics? Answering this question is difficult, since the answer is subject to one's personal definition of teaching and is also bound up with one's view of mathematics. Fauvel's (1991) list of fifteen reasons for including the history of mathematics in the mathematics curriculum includes cognitive, affective, and sociocultural aspects. My purpose in this article is not to provide complete and satisfactory answers but rather, on the basis of theoretical arguments and empirical evidence, to attempt to pinpoint worthwhile considerations to help high school teachers think about what history really can do for the curriculum and for their teaching.

scholarly journals Dissertações e teses em História e Epistemologia da Matemática: contribuições para a abordagem da Geometria Espacial no Ensino Médio

2017 ◽  
Vol 1 (37) ◽  
pp. 139
Author(s):  
Rafael José Alves do Rego Barros ◽  
Iran Abreu Mendes
Keyword(s):  
High School ◽  
School Environment ◽  
Teaching Practice ◽  
History Of Mathematics ◽  
Current Trends ◽  
Epistemology Of Mathematics ◽  
Space Geometry ◽  
History Of ◽  
Object Of Study ◽  
Theses And Dissertations

The present article adopts as an object of study dissertations and theses in History and Epistemology of Mathematics of Brazil in the period between 1990 and 2010 of the stricto sensu postgraduate programs that present historical information on topics related to Space Geometry (High School), The objective is to investigate the didactic potential of the Research. We also suggest didactic referrals that can somehow be used in our teaching practice, provided that there is a treatment of this information before its application in the classroom so that the content can be taught in the best way possible according to students’cognitive potential and also to the reality of each school environment. In order to select the theses and dissertations, we used the three current trends in the history of mathematics, according to the cartography of the researches in this area, carried out by Mendes (2014). To identify if a study covered High School content , we used as a parameter the areas of knowledge of the National High School Examination (SEM). This article may be useful to widely disseminate these publications so as to enable the dissemination of the mathematical contents that can approach the concepts of Space Geometry in High School, for once these dissertations and theses are defended, they are forgotten in libraries.

Sign in / Sign up

Export Citation Format

Share Document