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Learning as a Critical Encounter with the Other: Prospective Teachers Conversing with the History of Mathematics

Artigo2022

Luis Radford; George Santi

Metadados apenas Página oficial: Learning as a Critical Encounter with the Other: Prospective Teachers Conversing with the History of Mathematics (abre em nova aba)

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Resumo

In this paper, drawing on the philosophy of dialectical materialism, we present an elaboration of two concepts that tend to remain backstage in debates in the field of history in mathematics education, namely, the concept of "mathematics learning" and the concept of classroom "mathematics knowledge." The elaboration of these two concepts makes room to return to the longstanding question of the role of history in mathematics education. We argue that the history of mathematics in education is not a choice but a need--a central part of the process of understanding our human nature as essentially historical and cultural. We illustrate these ideas through the analysis of the encounter of a group of prospective teachers with a 14th century problem about motion. In this encounter the students engaged critically in conversations with voices of the past, while restoring the aesthetic, ethical, and historical dimensions of knowing and learning.

Dados da obra

Tipo
Artigo
Periódico
ZDM: Mathematics Education
Ano
2022
Idioma
en
Palavras-chave
Mathematics Education; Educational History; Mathematics Instruction; Knowledge Level; Preservice Teachers; Motion
Temas
História da Matemática
ISSN
1863-9690
Acesso
Metadados apenas
Fontes
ERIC — Education Resources Information Center
Na Biblioteca desde
01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
RADFORD, Luis; SANTI, George. Learning as a Critical Encounter with the Other: Prospective Teachers Conversing with the History of Mathematics. ZDM: Mathematics Education, 2022. Disponível em: http://dx.doi.org/10.1007/s11858-022-01393-z. Acesso em: 5 nov. 2026.

APA

Radford, L., & Santi, G. (2022). Learning as a Critical Encounter with the Other: Prospective Teachers Conversing with the History of Mathematics. ZDM: Mathematics Education. http://dx.doi.org/10.1007/s11858-022-01393-z

BibTeX
@article{radford2022,
  author = {Radford, Luis and Santi, George},
  title = {Learning as a Critical Encounter with the Other: Prospective Teachers Conversing with the History of Mathematics},
  year = {2022},
  journal = {ZDM: Mathematics Education},
  url = {http://dx.doi.org/10.1007/s11858-022-01393-z},
  language = {en}
}
RIS
TY  - JOUR
AU  - Radford, Luis
AU  - Santi, George
TI  - Learning as a Critical Encounter with the Other: Prospective Teachers Conversing with the History of Mathematics
PY  - 2022
JO  - ZDM: Mathematics Education
UR  - http://dx.doi.org/10.1007/s11858-022-01393-z
LA  - en
ER  -

Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS

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