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Historical Knowledge and Mathematics Education: A Recent Debate and a Case Study on the Different Readings of History and Its Didactical Transposition

Artigo2022

Yannis Thomaidis; Constantinos Tzanakis

Acesso restrito Página oficial: Historical Knowledge and Mathematics Education: A Recent Debate and a Case Study on the Different Readings of History and Its Didactical Transposition (abre em nova aba)

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Resumo

In the last two decades, studying the possible relations between the history of mathematics and mathematics education has revealed the importance of certain foundational issues concerning the nature, relevance and validity of historical knowledge vis-à-vis problems of teaching and learning, which call for deeper exploration. Reviewing aspects of the corresponding debate points to the complementary character of many concepts (often considered as irreconcilable or antagonistic), the necessity of an appropriate didactical transposition of historical knowledge, and the need for new historical research motivated by didactical questions that contribute to a better understanding and interpretation of historical issues that are still discussed. We aim to contribute along these lines by considering as a case study what has been interpreted by many historians as an 'embarrassing mistake' of Euler in his "Vollständige Anleitungzur Algebra." Based on a well-known didactical problem in elementary arithmetic and algebra on the use of the equality notion and symbol, we argue against this interpretation. This in turn illustrates how didactical and historical research can benefit from each other and points to the need for a didactical transposition of historical knowledge, to be seen as complementary to scholarly historical knowledge rather than as a rival distortion of it.

Dados da obra

Tipo
Artigo
Periódico
ZDM: Mathematics Education, v. 54, n. 7, p. 1449-1461
Editora
Springer Science+Business Media
Ano
2022 (2022-05-23)
Idioma
en
Palavras-chave
Mathematics Education; Educational History; Algebra; Mathematical Concepts; Teaching Methods; Learning Processes; Correlation; Case Studies; Arithmetic; Symbols (Mathematics); History; history of mathematics; historical knowledge; didactic transposition; Leonhard Euler; elementary arithmetic; elementary algebra; historical research; nature of historical knowledge
Temas
Álgebra, História da Matemática
DOI
10.1007/s11858-022-01370-6
ISSN
1863-9690, 1615-679X, 1863-9704
Acesso
Acesso restrito
Fontes
ERIC — Education Resources Information Center; OpenAlex
Na Biblioteca desde
01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
THOMAIDIS, Yannis; TZANAKIS, Constantinos. Historical Knowledge and Mathematics Education: A Recent Debate and a Case Study on the Different Readings of History and Its Didactical Transposition. ZDM: Mathematics Education, v. 54, n. 7, p. 1449-1461, 2022. DOI: https://doi.org/10.1007/s11858-022-01370-6.

APA

Thomaidis, Y., & Tzanakis, C. (2022). Historical Knowledge and Mathematics Education: A Recent Debate and a Case Study on the Different Readings of History and Its Didactical Transposition. ZDM: Mathematics Education, 54(7), 1449-1461. https://doi.org/10.1007/s11858-022-01370-6

BibTeX
@article{thomaidis2022,
  author = {Thomaidis, Yannis and Tzanakis, Constantinos},
  title = {Historical Knowledge and Mathematics Education: A Recent Debate and a Case Study on the Different Readings of History and Its Didactical Transposition},
  year = {2022},
  journal = {ZDM: Mathematics Education},
  volume = {54},
  number = {7},
  pages = {1449-1461},
  publisher = {Springer Science+Business Media},
  doi = {10.1007/s11858-022-01370-6},
  language = {en}
}
RIS
TY  - JOUR
AU  - Thomaidis, Yannis
AU  - Tzanakis, Constantinos
TI  - Historical Knowledge and Mathematics Education: A Recent Debate and a Case Study on the Different Readings of History and Its Didactical Transposition
PY  - 2022
JO  - ZDM: Mathematics Education
VL  - 54
IS  - 7
SP  - 1449
EP  - 1461
DO  - 10.1007/s11858-022-01370-6
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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