14-18 July 2014
Campus Emdrup, Denmark
Important remark: although ESU-7 will be organized by Aarhus University, the event will take place in Campus Emdrup, which is located in Copenhagen.
The initiative of organizing a Summer University on the History and Epistemology in Mathematics Education belongs to the French Mathematics Education community, in the early 1980’s. From those meetings emerged the organization of a SU on a European scale, as the European Summer University (ESU) on the History and Epistemology in Mathematics Education, starting in 1993. Since then, ESU was successfully organized in 1996, 1999, 2004, 2007 and 2010 in different places in Europe: Montpellier (France), Braga (Portugal), Louvain-la-Neuve and Leuven (Belgium), Uppsala (Sweden), Prague (Czech Republic), Vienna (Austria).
By now, it has been established into one of the main international activities of the HPM Group, which – from 2010 onwards – will be organized every four years, so that every two years there will take place at least one major international meeting of the Group; namely, ESU and the HPM Satellite Meeting of ICME.
1. Aim and focus of the ESU
The ESU mainly aims
o to provide a school for working on a historical, epistemological and cultural approach to mathematics and its teaching, with emphasis on actual implementation,
o to give the opportunity to mathematics teachers, educators and researchers to share their teaching ideas and classroom experiences related to a historical perspective in teaching,
o to motivate further collaboration along these lines, among teachers of mathematics and researchers on history and education of mathematics in Europe and beyond, attempting to reveal the following aspects of mathematics:
o Mathematics as a human intellectual enterprise with a long history, a vivid present and an as yet unforeseen future;
o Although the “polished” products of mathematics form the part of mathematical knowledge that is communicated, criticized (in order to be finally accepted or rejected) and serve as the basis for new work, the process of “doing mathematics”, producing mathematical knowledge, is equally important, especially from a didactical point of view;
o Mathematical knowledge is determined, not only by the circumstances in which it becomes a deductively structured theory, but also by the procedure that originally led, or may lead to it and which is indispensable for its understanding. Therefore, learning mathematics includes the understanding of implicit motivations, the sense-making actions and the reflective processes, which are aimed at the construction of meaning; hence, teaching mathematics should include the opportunity given to students to “do mathematics”;
o This perception of mathematics should not only be the core of the teaching of mathematics, but also the image of mathematics communicated to the outside world.
In this connection, putting emphasis on historical and epistemological issues constitutes a possible natural way for exposing mathematics in the making that may lead to a better understanding of specific parts of mathematics and to a deeper awareness of what mathematics as a whole really is. This is important for mathematics education, helping to realize that:
o Mathematics is the result of contributions from many different cultures;
o Mathematics has been in constant dialogue with other sciences, arts and technology;
o Mathematics has been a constant force of scientific, technical, artistic and social development;
o The philosophy of mathematics has evolved through the centuries;
o The teaching of mathematics has developed through the ages;
and in this way, to improve the learning of mathematics and stimulate students’ interest in mathematics.
This helps to improve mathematics education at all levels, and at the same time also realize that although mathematics is central to our modern society and although a mathematically literate citizenry is essential to a country’s vitality, historical and epistemological issues of mathematics is also worth studying. The harmony of mathematics with other intellectual and cultural pursuits also makes the subject interesting, meaningful and worthwhile. In this wider context, history and epistemology of mathematics have a yet more important role to play in providing a fuller education of the community.
This is most important, and especially today where many countries are concerned about the level of mathematics which their students are learning, and about the students’ decreasing interest in mathematics at a time when the need for both technical skills and a broader education is increasing.
2. Main themes of ESU-7
The ESU is more a collection of intensive courses than a conference for researchers. More specifically, it is a place where teachers and researchers meet and work together. It is also a place where beginners, more experienced researchers and teachers present their teaching experience to the benefit of the participants and receive constructive feedback from them. It refers to all levels of education – from primary school, to tertiary education – including in-service teachers’ training. The focus is preferably on work and conclusions based on actual classroom experiments and/or produced teaching and learning materials.
The program and activities of ESU-7 are structured around the following main themes:
1. Tools of history and epistemology, theoretical and/or conceptual frameworks for integrating history in mathematics education;
2. Classroom experiments and teaching materials, considered from either the cognitive or/and affective points of view; surveys of curricula and textbooks;
3. Original sources in the classroom, and their educational effects;
4. History and epistemology as tools for an interdisciplinary approach in the teaching and learning of mathematics and the sciences;
5. Culture and mathematics;
6. Topics in the history of mathematics education;
7. History of mathematics in the Nordic countries.
In several of these themes emphasis is put on work and conclusions based on actual classroom experiments and/or produced teaching and learning materials, but insightful theoretical ideas and/or historical analysis with visible didactical implications are welcome.
3. Activities during ESU 7
All activities should refer to the ESU-7 main themes. Its scientific program will be structured along these themes, consisting of a few plenary lectures and panels. A major part of the program consists of workshops. The program will also contain parallel sessions of oral presentations and short communications about posters for participants, who want to speak about their own experience or research.
o Normally there will be at most one plenary lecture per theme. The plenary lectures are conceived as introductory lectures for the workshops.
o In the panels the participants will work together, well in advance, so that, during the panel session, there is a real discussion among them and/or with the panel coordinator. The themes of the two panels for ESU7 will be:
• History and philosophy of mathematics, technics and technology in mathematics education
• The question of evaluation and assessment of experiences with introducing history of mathematics in the classroom
o Workshops consist of studying a specific subject and having a follow-up discussion. The role of the workshop organizer is to prepare, present, and distribute the historical/epistemological or pedagogical/didactical material, which motivates and orients the exchange of ideas and the discussion among the participants. Participants read and work on the basis of this material (e.g., original historical texts, didactical material, students’ work, etc). There are many workshops in parallel, which vary in duration (2 hours for workshops on didactical/pedagogical material; 3 hours for workshops on historical/epistemological material). To the extent possible, workshops may elaborate on the ideas presented in the plenary lectures.
o Oral presentations will normally be allocated a 30-minute time slot; with 25 minutes for presentation and 5 minutes for discussion. It is an activity in the spirit of a conventional research conference.
o There will be special sessions for short oral communications about poster presentations. Exhibitions of books and other didactical material will also be possible.
4. Target population
The major part of the participants is expected to be (elementary or secondary) schoolteachers, who may wish to gain new ideas on how they can integrate the history of mathematics into their teaching. However, there will also be university teachers and students in attendance who are interested in the integration of the history and epistemology of mathematics into mathematics education, as well as historians of mathematics, who may give a limited number of lectures and workshops to inform others about recent developments in their domain, and mathematicians with an interest in the relation between mathematics, its history and epistemology, and its role at present and in the past.
5. Time and place
The 7th ESU will take place from Monday 14 to Friday 18 July 2014 at the Aarhus University, Campus Emdrup (Copenhagen), Denmark.
6. Official Languages
The official languages of ESU-7are: English, Danish, and French.
• All plenary talks and panel discussions will be in English.
• It is preferable to organize Workshops in English. Nevertheless, workshop organizers who intend to organize their workshop in another language are encouraged to prepare copies in English of the material to be distributed to the participants (e.g., transparencies, worksheets, etc). This will certainly increase participation, as well as facilitate communication among participants.
• Oral presentations can be delivered in any of the official languages. However, for presentations not in English, presenters will be asked to use two sets of transparencies; one set in the language they are going to give their presentation and one set in English.
7. Submission of proposals
31. October 2013: deadline for submitting Abstracts of proposals for all types of activities.
Send abstracts of proposals in electronic form to:
Evelyne Barbin, Chair of the ESU7:
Tinne Hoff Kjeldsen, Co-chair:
Uffe Thomas Jankvist, Co-chair:
30. November 2013: Notification of acceptance or not of the submitted proposals.
The members of the Scientific Program Committee (SPC) will review the submitted abstracts. At this stage, acceptance of a proposal means that the proposed activity will be included in the ESU-7 Scientific Program. However, this does not imply that a full text based on this activity will automatically be included in the ESU-7 Proceedings, which will be published after the ESU. Full texts of program activities will be further reviewed by members of the SPC, using the usual international standards. For more details, see Proceedings, §10 below.
8. The (international) Scientific Program Committee (SPC)
Evelyne Barbin, University of Nantes (France) (Chair)
Tinne Hoff Kjeldsen, University of Copenhagen (Denmark) (Co-chair)
Uffe Jankvist, Aarhus University, (Denmark) (Co-chair)
George Booker, Griffith University (Australia)
Renaud Chorlay, IREM, Université Paris 7 (France)
Kathy Clark, Florida State University (USA)
Ubiratan d’Ambrosio, Campinas University, Sao Paolo (Brazil)
Abdellah El Idrissi, Ecole Normale Supérieure, Marrakech (Morocco)
Florence Fasanelli, American Association for the Advancement of Science (USA)
Gail FitzSimons, Monash University, Victoria (Australia)
Fulvia Furinghetti, University of Genoa (Italy)
Wann-Sheng Horng, National Taiwan Normal University (Taiwan)
Sunwook Hwang, Soongsil University, Seoul (Korea)
Masami Isoda, University of Tsukuba (Japan)
Niels Jahnke, Universität Duisburg-Essen (Germany)
Sten Kaisjer, University of Uppsala (Sweden)
Victor Katz, University of the District of Columbia, Washington, DC (USA)
Manfred Kronfellner, Vienna University of Technology (Austria),
Ewa Lakoma, Military University of Technology, Warsaw (Poland)
Snezana Lawrence, Simon Langton Grammar School for Boys (UK)
Maria Rosa Massa-Esteve, University Politecnica of Catalunya (Spain)
David Pengelley, New Mexico State University (USA)
Luis Puig, University of Valencia (Spain)
Luis Radford, Université Laurentienne Sudbury, Ontario (Canada)
Tatiana Roque, Universidade Federal do Rio de Janeiro (Brasil)
Gert Schubring, University of Bielefeld (Germany)
Man-Keung Siu, University of Hong Kong (China)
Bjorn Smestad, Oslo University College, (Norway)
Robert Stein, California State University (USA)
Constantinos Tzanakis, University of Crete (Greece)
Jan van Maanen, Freudenthal Institute, University of Utrecht (The Netherlands),
Chris Weeks, Downeycroft, Virginstow Beaworthy (UK)
Geisy Winicki-Landman, Califormia State Polytechnic University (USA)
The Local Organizing Committee (LOC)
Uffe Thomas Jankvist, Aarhus University (Chair)
Tinne Hoff Kjeldsen, University of Copenhagen
Morten Misfeldt, Aalborg University
Lena Lindenskov, Aarhus University
Pernille Ussing-Nielsen, Aarhus University
9. The web site
Making known the ESU in various countries (in Europe and beyond) is a major task to be realized by the SPC. To this end, a web site will be operating shortly. This will be a very efficient tool to make known the ESU worldwide and to allow for online registration, etc.
Publishing the Proceedings of the ESU is also a major task. In fact, Proceedings of the previous ESU have become standard references in this area (cf. the Appendix).
The Proceedings will be published after ESU-7, so that authors are given the opportunity to enrich their text as a result of the feedback they will gain during this European Summer University.
Each submitted full text, for a workshop or an oral presentation, will be reviewed by one or two members of the SPC at the usual international standards.
More details on the deadline for submitting full texts, the format guidelines, and the expected date by which the proceedings will be available and sent to all registered participants, will be announced in due course from the ESU-7 and HPM websites
11. For further information – contact
Evelyne Barbin, IREM et LMJL, UFR des sciences et des techniques, Université de Nantes, 2 rue de la Houssinière, BP 92208, 44322 Nantes Cedex, France
Tinne Hoff Kjeldsen, Department of Science Education, University of Copenhagen, Øster Voldgade 3, DK-1350 Copenhagen K
Uffe Thomas Jankvist, Department of Education, Aarhus University, Campus Emdrup. Tuborgvej 164, DK-2400 Copenhagen NV
Evelyne Barbin, France
Tinne Hoff Kjeldsen, Denmark
Uffe Thomas Jankvist, Denmark
About the WG on history in mathematics education
2013 was the third time that the history working group was part of the CERME program. This time the group had about twenty participants, presenting twelve papers and three posters.
The educational scope of the contributions ranges from the use of history in kindergarten over primary and secondary school, upper secondary school, tertiary level, and teacher education. In addition to this, the group also has studies on the history of mathematics education as long as they have relevance for mathematical practices of today, as seen from the main themes in the call for papers:
1. Theoretical, conceptual and/or methodological frameworks for including history in mathematics education;
2. Relationships between (frameworks for and empirical studies on) history in mathematics education and theories and frameworks in other parts of mathematics education;
3. The role of history of mathematics at primary, secondary, and tertiary level, both from the cognitive and affective points of view;
4. The role of history of mathematics in pre- and in-service teacher education, from cognitive, pedagogical, and/or affective points of view;
5. Possible parallelism between the historical development and the cognitive development of mathematical ideas;
6. Ways of integrating original sources in classrooms, and their educational effects, preferably with conclusions based on classroom experiments;
7. Surveys on the existing uses of history in curricula, textbooks, and/or classrooms in primary, secondary, and tertiary levels;
8. Design and/or assessment of teaching/learning materials on the history of mathematics;
9. The possible role of history of mathematics/mathematical practices in relation to more general problems and issues in mathematics education and mathematics education research.
Papers presented in WG12
|Alpaslan, M. &Güner, Z.||Teaching modules in history of mathematics to enhance young children’s number sense|
|Bayam, S. B.||Students’ views about activities for history of mathematics included in mathematics curriculum|
|Bjarnadóttir, K.||Arithmetic textbooks and 19th century values|
|Clark, K. &Phillips, L. G.||“I was amazed at how many refused to give up”: Describing one teacher’s first experience with including history|
|Jankvist, U. T.||The use of original sources and its possible relation to the recruitment problem|
|Kaenders, R., Kvasz, L. & Weiss-Pidstrygach, Y.||History of mathematics as an inspiration for educational design|
|Kotarinou, P. &Stathopoulou, C.||The history of 5th postulate: Linking mathematics with other disciplines through drama techniques|
|Krüger, J.||The power of mathematics education in the 18th century|
|Krüger, J. &van Maanen, J.||Evaluation and design of mathematics curricula: Lessons from three historical cases|
|Lawrence, S.||Making sense of Newton’s mathematics|
|Mota, C., Ralda, M. E. &Estrada, M. F.||The teaching of the concept of tangent line using original sources|
|Tsiapou, V. &Nikolantonakis, K.||The development of place value concepts to sixth grade students via the study of the Chinese abacus|
Posters presented in WG12
|Moeller, R. D. &Collignon, P.||Calculus and applications – Learning from history in teacher education|
|Monteiro, T. M.||Ideas about modern mathematics and teacher trainees at Liceu Normal de Pedro Nunes (1957-1971)|
|Navarro, M. &Puig, L.||Facets of the presentation of the Cartesian coordinate system in Euler’s Introductio in Analysin Infinitorum and Lacroix’s textbooks|
Themes and questions discussed during the WG sessions
The presentation of papers and following group discussions were ordered according to five general themes deemed important for history in and of mathematics education:
ii. Theoretical frameworks in history of mathematics education
iii. History in pre-high school mathematics education
iv. History in high school mathematics education
v. History of mathematics in teacher education and design
In the following, we list the questions that initiated and/or formed the subgroup discussions of the five themes.
Theme I: Interdisciplinarity
• What is true interdisciplinarity? (e.g., the principles, techniques, frameworks, etc. from one discipline that are used to gain new insights within another discipline.)
• How do we ‘measure’ the level of interdisciplinarity obtained in a given context?
• To what extent does interdisciplinarity (need to) go hand in hand with cooperation between researchers?
• What is a good example of interdisciplinary research; and what is a non-example?
• Do we consider a study about mathematics education as interdisciplinary (i.e., between mathematics and the social sciences)?
Theme II: Theoretical frameworks in history of mathematics education
• What is the difference between story and history?
• What theoretical frameworks are available already?
• To what extent does history of mathematics education require the study of primary sources?
Theme III: History in pre high school mathematics education
• What are the special challenges when using history in primary school, kindergarten, etc.?
• How do we stay true to history, i.e., non-Whig, when applying history of mathematics at pre high school levels? (Briefly, ‘Whig’ history may be explained as an interpretation of the past through the eyes of the present.)
• How do we determine the effect of history, as opposed to the use of physical materials/resources or other interventions (e.g., drama, poetry, posters, and presentations)?
Theme IV: History in high school mathematics education
• How far can you ‘push’ the use of primary sources when using history of mathematics at high school level? What are techniques for doing so?
• If one of the aims of using history of mathematics at high school level is to develop students’ mathematical awareness (beliefs, images, etc.) about mathematics as a (scientific) discipline, what is then the best way(s) to describe or maybe even ‘measure’ such development?
• How do we appreciate the principle of ‘authentic practice’ (i.e., to have the students act as if they were a 17th century surveyor, or a Roman treasurer?)
• What role can history in mathematics education play in building new mathematical concepts with the students? Are there other specific domains in which history in mathematics education was useful, or can be useful?
Theme V: History of mathematics in teacher education
• In the UK there is an increasing public opinion that the universities should get out of teacher training and that teachers should be employed by schools where they will train on the job. If this is the case, what role would or could academic research in the history of mathematics have in teacher training?
• What is the role (from a policy/institutional point of view) of history of mathematics in teacher/mathematics teacher education?
• What lessons can we learn about the engagement of teachers with the history of mathematics and their professional progression for the teacher training?
• What part of cultural/historical/heritage implications does the history of mathematics have in teacher training?
Selected outcome of the group discussions
In the final session, every subgroup gave a report of its discussion of the five themes and the related questions. Providing a full account of all these subgroup discussions is beyond the possible scope of this introductory report, but in order to illustrate what went on in the WG we shall focus on a few of the themes and questions by drawing in viewpoints and arguments on these from all subgroup reports.
The first is theme II. The reason for including this as one of the general themes has to do with our experiences of sometimes receiving manuscripts (e.g., when reviewing for journals) that seem to report more of a story related to mathematics education, than to report on an actual historical research study. We are delighted to report that this was not the case of the participants of WG12, which was also reflected in the discussions. For example, there was a consensus about story being something narrative, whereas history, although it may contain narratives (or stories), is structured by theoretical frameworks, the purpose of which includes being able to see benefits or limitations, to communicate results, and to enable the researchers to organize and present findings, assertions, etc. As examples of such frameworks, the participants pointed to sample constructs from history research, e.g., those of more externalistic historiography of studying factors crucial to the development of institutions, etc. But in the light of main theme 9, frameworks from mathematics education research of course also play an important role in creating a scene for pointing at possible consequences for modern day practice. As to the role of primary sources, all participants consider these practically a necessity for conducting history of mathematics education. But one important aspect regarding this is that primary sources in this context can be of various different kinds, including written documents, oral records, textbooks, conference proceedings, etc. This is different from when discussing, for example, theme IV, where the reference to primary sources usually refers to original mathematical texts.
The use of history at high school level (theme IV) is something that has been extensively discussed within the context of using history in mathematics education, not least because students at this level to some degree can be successfully exposed to original sources, even if it is still a challenging task for them. But what about using history in pre-high school education, such as primary school, kindergarten, and other early childhood education contexts? An actual reading of original texts at this level is often far beyond pupils’ reach. The participants point to the fact that in practice when using history at younger age levels there is a need for compromise, also in order to make the mathematics itself more accessible to children. In particular with very young children there may be the need for narratives in the form of telling stories of mathematics, rather than confronting them with the actual history of mathematics. But as one of the subgroups state in their report: “You have to tell stories, but the knowledge of history enables you to tell true stories.” To the question of why one would even bother to go to all the efforts of bringing in history of mathematics to younger aged pupils, another subgroup refers to the discussion of providing context in the teaching of mathematics stating that lack of context can have a negative influence on learning and that “history provides that context” which is often needed and welcome.
The above naturally links in with theme V, illustrating that sound knowledge of history of mathematics can act as a valuable resource for teacher practice. But equally important is that history of mathematics has a role to play in mathematics teachers’ professional development – something that was illustrated through a few empirical studies issued in the late 1970s and early 1980s. Nevertheless, the frequency with which we come across examples from practice of using history of mathematics in mathematics teacher training is still fairly low. Why is this so? It is an open question. But it is clear that it is related to the matter, as one subgroup mentions, of showing teachers, mathematics educators, curriculum designers, and politicians the benefits and potential of using history of mathematics in mathematics education. How to possibly, and partly, do so is addressed next.
A permeating question of frameworks and constructs
One topic or question which permeated many of the other discussions and to which we found ourselves returning again and again, is that of which frameworks, theories, or theoretical constructs from mathematics education research may apply best to the various uses of history of mathematics in the teaching and learning of mathematics. The challenge of conducting studies within the scope of WG12 is to find a balance between the three fields: that of the history of mathematics, mathematics, and mathematics education (research). This requires knowledge of all three disciplines, often making such studies a relatively demanding task to undertake. For ‘outsiders’, e.g., math educators who are not as familiar with the history of mathematics, we need to be able to provide convincing arguments for wanting to resort to history in the teaching and learning of mathematics. A sensible way of doing so is to argue by means of theoretical constructs from mathematics education research and to rely on suitable mathematics education frameworks for analyzing data, presenting and discussing results, etc. For ‘insiders’, who are familiar with history of mathematics, it is important not to be unintentionally anachronistic (or ‘Whig’) when including history in the teaching and learning of mathematics. From an educational point of view, this is important if having as a goal to foster historical awareness with students. From a research community point of view, it is important if we want to maintain our integrity and strengthen the connections with research historians of mathematics.
Evaluation and Aspects to consider for the next WG
In accordance with decisions made at CERME-7, more time was allocated to poster presenters during the WG sessions of CERME-8. More precisely poster presenters gave short presentations of their posters in the WG before they presented their posters in general. This initiative seemed to function well, and we plan to repeat it again. As always, the history group at CERME works to maintain very close connections to the HPM group, not least within the leading team. As new initiatives for CERME-9, we have in mind to broaden the ‘bullets’ in the call for papers to also encompass studies related to epistemology of mathematics in relation to mathematics education and the use of philosophy of mathematics in the teaching and learning of mathematics.
The next CERME will be held in Prague, Czech Republic, 4 – 8 February 2015. The Local Chair is Nada Vondrova and the Program Chair is Konrad Krainer. Please check http://www.mathematik.uni-dortmund.de/~erme/ in the future for information.
Uffe Thomas Jankvist,
Jan van Maanen
(II IBEROAMERICAN CONGRESS OF HISTORY OF MATHEMATICS EDUCATION)
November 4-7, 2013
(The following information is in Spanish)
¿Qué es el CIHEM?
La realización del II Congreso Iberoamericano de Historia de la Educación Matemática atiende a la necesidad de profundizar en el intercambio entre investigadores y en la producción del conocimiento ligada a la historia de la educación matemática en América Latina, en Portugal y en España, mostrando las diversas perspectivas y metodologías que se han seguido hasta el momento. El interés por esta temática ha crecido enormemente en el ámbito de la Educación Matemática en todos estos países. Comisiones internacionales, revistas con números especiales sobre este asunto, grupos de trabajo, de investigación y muchos otros indicadores justifican un evento de esta naturaleza en seguimiento de lo que se ha realizado en Covilhã, Portugal.
Departamento de Matemática Educativa – Cinvestav, IPN – México
Red de Centros de Investigación en Matemática Educativa AC
Sociedad Matemática Mexicana AC
Comité Latinoamericano de Matemática Educativa (CLAME)
Daniela REYES GASPERINI
María GARCÍA GONZÁLEZ
Mayra BÁEZ MELENDRES
Ricardo CANTORAL URIZA (Chair)
Cinvestav – México DF
Comisión Científica Promotora
Agustín Grijalva Monteverde – UNISON – Hermosillo SON, México
Alberto Camacho – ITCH II, Chihuahua CHIH, México
Ana Paula Aires – U. de Trás-os-Montes e Alto Douro, Portugal
Ana Santiago – I. P. de Leiria – Leiria, Portugal
Ana Soledad Bravo Heredia – UAM Xochimilco – Ciudad de México DF, México
António Domingos – Faculdade de Ciências e Tecnologia da UNL – Lisboa, Portugal
Antonio Vicente Garnica – UNESP – Bauru, Brasil
Aparecida Rodrigues Silva Duarte – UNIBAN/ANHANGUERA – Minas Gerais, Brasil
Arlete Brito – UNESP – São Paulo, Brasil
Bernardo Gómez Alfonso – Universidad de Valencia – Valencia, España
Bertha Ivonne Sánchez Luján – ITCJ – Ciudad Jiménez CHIH, México
Bruno Dassie – UFF – Rio de Janeiro, Brasil
Cláudia Regina Flores – UFSC – Santa Catarina, Brasil
Claudinei Santana – UESB – Bahia, Brasil
David Antonio da Costa – UFSC – Santa Catarina, Brasil
Eddie Aparicio – UADY – Mérida YUC, México
Elisabete Zardo Búrigo – UFRGS – Rio Grande do Sul, Brasil
Flor Rodríguez Vázquez – UAGro – Chilpancingo GRO, México
Gabriela Buendía – CICATA IPN – Ciudad de México DF, México
Gisela Montiel – CICATA IPN – Ciudad de México DF, México
Gladys Denise Wielewiski – UFMT – Mato Grosso, Brasil
Guadalupe Cabañas – UAGro – Chilpancingo GRO, México
Iran Abreu Mendes – UFRN – Rio Grande do Norte, Brasil
Ismael Arcos – UAEMex – Toluca MEX, México
Iván López Flores – UAZ – Zacatecas ZAC, México
Ivanete Batista dos Santos – UFS – Sergipe, Brasil
José Manuel Matos – Universidade Nova de Lisboa – Lisboa, Portugal
Joseane Pinto de Arruda – UFSC – Santa Catarina, Brasil
Juan Antonio Alanís – ITESM – Monterrey NL, México
Lucia Aversa Villela – USS – Rio de Janeiro, Brasil
Luis Carlos Arboleda – Universidad del Valle – Cali, Colombia
Luis Rico – Universidad de Granada – Granada, España
Mª Teresa González Astudillo – Universidad de Salamanca – Salamanca, España
Manuel Saraiva – Universidade da Beira Interior – Covilhã, Portugal
Marcela Ferrari – UAGro – Acapulco GRO, México
Mária Almeida – UIED – Lisboa, Portugal
Maria Cecília Bueno Fischer – UNISINOS – Rio Grande do Sul, Brasil
Maria Célia Leme da Silva – UNIFESP – São Paulo, Brasil
Maria Cristina Araújo de Oliveria – UFJF – Minas Gerais, Brasil
Maria Elisa Esteves Lopes Galvão – UNIBAN – São Paulo, Brasil
Maria Laura Gomes – UFMG – Minas Gerais, Brasil
Mercedes Carvalho – UFAL – Alagoas, Brasil
Neuza Bertoni Pinto – PUCPR – Paraná, Brasil
Oscar João Abdounur – IMEUSP – São Paulo, Brasil
Patricia Salinas – ITESM – Monterrey NL, México
Rosimeire Borges – UNIVÁS – Minas Gerais, Brasil
Ricardo Cantoral – Cinvestav – Ciudad de México DF, México. Chairman
Rosa María Farfán – DME Cinvestav – Ciudad de México DF, México
Wagner Rodrigues Valente – UNIFESP – São Paulo, Brasil
(available in Spanish and Portuguese)
September 5-6, 2013
Dear Friends in the HPM Community,
I am pleased to let you know that the first call for papers has been announced on the MEI 5 web page, www.spd.dcu.ie/mei.
This is the fifth in the series of “Mathematics Education Ireland” biennial conferences. International keynote speakers are: Tinne Hoff Kjeldsen (Roskilde), John Monaghan (Leeds) and Jennifer Young-Loveridge (Waikato).
Research reports, reviews and posters relating to work done in mathematics education across the educational spectrum are invited. The conference proceedings will be published. Papers should be submitted by 8th April 2013. For further details, see the conference web page.
Although MEI 5 does not specialise in HPM, the theme of the conference, “Mathematics Education: Crossing Boundaries”, is amenable to HPM contributions – to dépaysement in all its manifestations! If you would like to send this announcement to others, I encourage you to do so.
July 22-28, 2013
Information from http://www.ichstm2013.com/
The International Congress of History of Science, Technology and Medicine takes place every four years. Recent meetings have been held in Mexico City (2001), Beijing (2005) and Budapest (2009). The 2013 International Congress theme is Knowledge at Work.
S005. Mathematics and machines: explorations of machine-assisted mathematics since 1800
S010. The introduction of mathematics in Iberoamerica (part II)
S011. Les sciences mathématiques 1750-1850: continuityés et ruptures
S045. Mathematical facets of measurement, measuring units, measured quantities and their uses
S107. Poincaré’s Méthodes nouvelles de la mécanique céleste in historical context: bridging the frontiers of knowledge in mathematics, astronomy and wireless tech
S114. Mathematics and patronage
S115. Mathematical knowledge at work in Ancient China
S116. The history and philosophy of mathematical optimization
S117. The institutionalization of mathematics and the founding of national societies
S092. Astronomy and its applications in ancient and medieval societies
S095. Using modern computing power to analyse and explicate ancient astronomical sources: opportunities and challenges
S107. Poincaré’s Méthodes nouvelles de la mécanique céleste in historical context: bridging the frontiers of knowledge in mathematics, astronomy and wireless tech
S129. Islamic astronomy in its cultural context
-Technology and communications
-Systems, data, automation, computation
-Physics and natural philosophy
-Chemistry and alchemy
-Earth, geology, climate, oceans
-Life sciences and natural history
-Medical and human sciences
-Ecology and environment
-Philosophy and logic
For the complete programme, see:
Reported by Snezana Lawrence, Bath Spa University, Bath, England
The CERME-8, which took place in Antalya Manavgat-Side in February this year, had, for the third time, the Working Group on the history of mathematics. This time it was given the title History in Mathematics Education. The leader, as last time was Uffe Thomas Jankvist, who is now also on the Council of the European Society for the Research in Mathematics Education: a timely recognition for his contribution to CERME and also almost coinciding with his new permanent position as associate professor of mathematics education at Aarhus University (Campus Emdrup).
The group was very lively, bringing experienced and new researchers together. Whilst the experienced may not be ‘old’ the new are certainly young – and so here are their recollections of the CERME-8.
Reflections from Mustafa Alpaslan, Middle East Technical University, Turkey
This was my second participation in the group for the history of mathematics at CERME, the first being CERME-7 in Rzeszow. I strive to incorporate the historical connections into my teaching of mathematics, and base this on studying experts in the field. My paper, “Teaching Modules in History of Mathematics to Enhance Young Children’s Number Sense” was reviewed before the congress, and I found the comments by U. T. Jankvist, T. H. Kjeldsen and K. Clark very useful. After the presentation, I got some other feedback and this made me believe that the quality of my paper would increase. I also had a chance to further discuss the paper and how to use history of mathematics with younger children with K. Clark. Considering these experiences, I think that we had a group that supported the development of young researchers in their own fields of interest.
Before coming to Antalya, the group leaders determined five hot topics about using history in mathematics education (for example one was ‘interdisciplinarity’). Knowing that these five topics would be discussed made me review the related literature about each of these topics. During this preparatory study, I believe I broadened my perspective in the field: I noticed that I came across valuable sources on the topics set for discussion, like for instance, the ICMI Study edited by J. Fauvel and J. van Maanen. This aspect of the Working Study Group gave me inspiration for my future research and gave me some indication where I may go to search for further resources.
Another issue I wanted to address is about the learning that took place in the group. The papers covered a full range of mathematics education, from early childhood to university level. During the presentations, I noticed how the use of history differs across various levels of education. For example, it seemed more possible to use the original sources in the upper levels. As for the lower grades, adopting the original sources and/or getting inspired from the historical artefacts appeared to work when the lesson focus was practical work involving some historical artefacts. Secondly, I learnt possible difficulties with using original sources (e.g., the problems of recruiting, transition, retention, as discussed in U. T. Jankvist’s paper). This was important for me since I also plan to consult and use some of these original sources in my PhD thesis. Lastly, I learnt more about some arguments and theoretical frameworks (e.g., M. Niss’ fundamental reasons for mathematics education) for studying the history of mathematics education. This latter, I hope will be helpful to me to as I start researching for my paper on the first journal in mathematical sciences which began to be published in the 19th century Ottoman Turkey.
Finally, the 12th group in CERME-8 had a great atmosphere. The critiques were quite kind and only aimed at increasing the quality of work done in the name of the HPM spirit. I also believe that the group eminently reflected the CERME spirit as that of communication, collaboration and cooperation.
Here a link for my contributions to the HPM community since 2011: http://metu.academia.edu/MustafaAlpaslan
Catarina Mota, Didáxis – Cooperativa de Ensino & CMAT – Universidade do Minho, Portugal
About 15 years ago I started learning about the history of mathematics. Ever since, I use the history of mathematics to learn more mathematics itself and to use this in my teaching. Being able to discuss and interact with colleagues that share my enthusiasm for this subject is always a pleasure and a source of knowledge – that is exactly what I found during the CERME-8.
For five days we learnt about mathematics education in different countries and contexts, in particular how the history of mathematics can be used in the classroom. We heard oral presentations, discussed papers previously given to us, and above all shared ideas about our practice.
CERME 8 was my second CERME experience. The main reason for me to attend CERME again this year was that I found the environment, and the learning experience in this group meant that I can present my work knowing that all the criticisms are going to be made to help me improve. Being a congress in mathematics education, CERME also allows all participants to interact with researchers in different fields within mathematics: algebra, geometry, statistics, teacher training, etc.
As I am a PhD student, CERME provided to me the complete experience in academic research, from writing the paper, to reviewing process, to making oral presentation and listening and critiquing others’. It allowed me make the contact with more experience researches, in a friendly environment where everyone is available and willing to help.
In Antalya, during the Work Group 12 – History in mathematics education – I learned several very important things that I believe will help me improve my own practice:
- how the history of mathematics can be an inspiration for interdisciplinary activities
- that even in the earlier years in school the history of mathematics can help improve students’ knowledge and enthusiasm for mathematics
- I became aware of how original sources can be used for the teaching of mathematics
- I realized the importance of history of mathematics in teacher training and how the history of mathematics education can help us today with present difficulties in the teaching of mathematics.
All the experience was fruitful thanks to a wonderful organization, an interesting scientific program and an excellent WG chair (Uffe Thomas Jankvist) and co-chairs (Kathy Clark, Snezana Lawrence and Jan van Maanen). They prepared a program divided into different themes, and this allowed everyone’s work to be discussed, and promoted the friendly environment that made us receptive to others opinion, and at the same time available to make contribution with our own expertise.
When I left Antalya I was exhausted but full of energy and ideas, eager to start working and to share the experience with all of those who had not attended. For me, CERME and WG 12 is an experience to repeat.
Teresa Maria Monteiro, Portugal
This CERME is my second, I also attended the CERME in Poland two years ago. My fluency in English is not good enough for discussing more the ideas that I would like to talk about, so that is why I presented a poster rather than a paper.
I wanted to participate in this group because the themes of the group are near to my area of interest. We were able to work together and in small groups (4 or 5 people), which I found very good in terms of clarifying ideas and getting to really know colleagues in the group.
This year, I went back home before the end of the congress, so I did not assist the last two days and I know now that they were very intense. I heard from other colleagues that these two days were also full of good discussion, so I am awaiting eagerly the report of the group.
During the three days that I participated in CERME 8, I learned and reflected a little more about:
- examples of what and how can we use the history of mathematics in our classrooms
- examples of how to use historical drama in mathematics classroom
- that there is a similarity of the history of mathematics education in different countries, even between the countries that have different systems and structures of mathematics education now
I would like to share some links on the research I have done related to the poster I presented at CERME-8:
Revista: REMATEC 2012 (Brasil)
Congresso: I ENAPHEM 2012, Vitória da Conquista (Brasil)
Congresso: SPCE 2011, Guarda (Portugal)
Seminário Temático – Casa da Cerca, Almada (Portugal):
September 25-28, 2013
Organizer: Department of Education, Uppsala University
We are calling for papers for this third conference continuing the successful works initiated in Iceland (June 2009) and continued in Portugal (October 2011). Abstracts of proposed contributions (length: about one page) should be submitted by March 31, 2013. The decision about acceptance will be communicated by May 15, 2013. Submission of abstracts, and later on papers, is done via the conference website:
History of mathematics education, since it became first visible internationally at ICME 10 in 2004 in Copenhagen as the TSG 29, is meanwhile a well-established research area. The first international journal devoted to this field of study, the International Journal for the History of Mathematics Education, is published since 2006. History of mathematics education became a subject in various international meetings, for instance at the ESU-5 (Prague, 2007) and ESU-6 (Vienna, 2010), at the CERME meetings, and at ICME 11 (Monterrey, 2008, TSG 38), ICME 12 (Seoul, 2012, TSG 35) and HPM2012 (Daejong, 2012)
The first specialized research conference, entitled “On-going Research in the History of Mathematics Education”, held in Garðabær near Reykjavík (the capital of Iceland) in 2009, turned meanwhile to a series of such specialized conferences. We are now organizing the third international conference, this time in Uppsala, Sweden. Uppsala University has longstanding traditions in studies of the history of education and more recently also the history of mathematics and mathematics education.
The themes treated in the former conferences were in particular (see also the Proceedings): Geometry teaching, Algebra teaching, Teaching of calculus, Interdisciplinarity and contexts, The modern mathematics movements, Curriculum history, Development of mathematics education in specific countries, Practices of teaching, Mathematics textbooks and Transmission and reception of ideas.
We are projecting to publish peer reviewed proceedings.
- Kristín Bjarnadóttir
- Fulvia Furinghetti
- Johan Prytz
- Gert Schubring
Further information about the conference, accommodation and Uppsala is or will be available on the conference website.
Registration and conference fee
Before June 15, 2013, the fee is 160 Euros, after that the fee is 190 Euros. Last day of registration and payment is August 28, 2013. Registration is done via the conference website.
Paedagogica Historica, Special Issue: History of Teaching and Learning Mathematics, ed. by Gert Schubring, 2006, XLII: IV&V. [Proceedings of TSG 29 at ICME 10]
Bjarnadóttir, Kristín; Furinghetti, Fulvia & Schubring, Gert (Eds.) (2009). “Dig where you stand”. Proceedings of the conference on On-going research in the History of Mathematics Education. Reykjavik: University of Iceland – School of Education.
Bjarnadóttir, Kristín; Furinghetti, Fulvia; Matos, José & Schubring, Gert (Eds.) (2012). “Dig where you stand” 2. Proceedings of the conference on the History of Mathematics Education. Lisbon, Universidade Nova. (Forthcoming)
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We were there
The HPM Group celebrated its 40th anniversary with HPM 2012 – the 8th quadrennial Satellite Meeting of ICME. It took place in Daejeon, Korea from 16 – 20 July, 2012, where more than 100 participants gathered for an interesting week with 7 plenary lectures, 60 oral presentations, 7 workshops, 2 panel discussions, a poster session, several exhibitions, and a special focus on Asian HPM and insights into Eastern Asia Mathematics History.
The seven plenary lectures concerned the seven themes of the meeting. The first one concerned history and epistemology implemented in mathematics education and was given by Tsang-Yi Lin from Taiwan. He gave three examples of projects, on ancient Greek geometry, on Brigg’s tables of Logarithm and on Cramer’s Rule. He concluded on the necessity for teachers to acquire knowledge on history. The second lecture, given by Tinne Hoff Kjeldsen from Denmark, was interested by the theoretical framework for integrating history of mathematics in mathematics education. It dealt with the difficult question of the results of history for and about the learning of mathematics. For this purpose, she analyzed two examples: Bernoulli’s catenary and Egyptian mathematics. The third lecture, given by Janette Barnett from USA, considered the use of original sources in the classroom and their educational effects. She described her own experiences with using papers of Boole and Cayley. These three lectures indicated that the purpose and ideas of HPM now has entered a new mature period.
Three other plenary lectures were interesting for seeing history of mathematics as an interdisciplinary and cultural tool for the teaching and learning of mathematics. Dominique Tournès from France gave a very complete panorama of mathematics for 19th century engineers, and especially on their methods and instruments, which can be used in classrooms. Michel-Pajus from France proposed a historical voyage into the literary-mathematical Universe. Her very living voyage had five stops: a Greek theatre, the world of Romans, a castle in Middle Ages, Parisian salons of the 17th and 18th centuries and the machinist world of 19th century. The last lecture of the meeting was devoted to mathematics from Eastern Asia, with the theory of equations in the history of Chosun mathematics presented by Sung Sa Hong from Korea.
For many years now, history of mathematics education has been a theme of International meetings of HPM. The number of oral presentations given in Daejeon on this theme shows the increasing interest among teachers and researchers. The plenary lecture of this theme concerned the social structures in mathematics education, more precisely the research on mathematics education with theories and methods from sociology of education. Johan Prytz, from Sweden, began to give motives for studying the history of mathematics education and argued for the use of a sociological perspective for this endeavor.
The oral presentations, workshops, and the poster session taken together showed the richness of on-going HPM related activities and research. From examples of how to teach history of mathematics to teaching mathematics through historical sources over a “journey to a proof”, issues about “trends on mathematics in novels”, “the ladder and the box problem”, “historical problems and mathematical knowledge for teachers” and “research on the Muk Sa Jib San Beob” we got a glimpse of the diversity of HPM activities and the multi-faceted perspectives through which History and Pedagogy of Mathematics is perceived and treated around the world in research, classrooms, art, culture, literature.
It is impossible to summarize and do justice to all the presentations in this short Newsletter contribution; for that we refer to the program and the papers that were submitted, all of which are available at the web site: http://www.hpm2012.org/?mid=announce_05. Instead we will make a few comments about the two panel sessions. Their themes were addressed towards practices: the first panel dealt with the problem of justification: Why do we require a “history of mathematics” course for mathematics teacher candidates? The second panel dealt with how we can get insights into effects of history in mathematics education through empirical research.
The intentions of the first panel session were twofold: to share experiences with ways in which history of mathematics is part of elementary and/or secondary mathematics teacher candidates’ education, and to provide a synthesis of group discussions during the panel session – this second part is going to be post-panel work based on records of the group discussions which were produced during the session. The presentations by the five panelists showed two things: 1) The status of history of mathematics in the curriculum in their different countries varies a lot from being explicit to being implicit at different levels, and 2) reflections about why history of mathematics should be part of teacher training and how that reflects back on the content and teaching of such a course for teacher candidates do not seem to be clearly developed. However, the two questions that were raised by the panel of why history of mathematics should be part of mathematics teacher training programs and (in case of a positive outcome of the why question) what it should look like, are key questions to be dealt with in the HPM-community.
The second panel discussed the question of empirical research on history in mathematics education through four lenses: 1) Lesson studies and the use of technology, 2) Original sources and recruitment, transition, retention, 3) Integrating history and teacher training, and 4) Mathematics education research frameworks and theoretical constructs in HPM. Several of these lenses were also addressed in some of the plenary lectures and the panelists managed to draw on these presentations and in doing so, they provided a sort of a common ground that initiated a very lively discussion in the audience. One of the suggestions for measuring the effects of history in mathematics education has come out of the New Mexico State University & Colorado State University – Pueblo programs of using primary sources for the teaching of mathematics. Their results show that maybe the use of primary sources can do more than function as a tool for teaching and learning of mathematics. They suggest addressing the specific aspect on student success consisting of recruitment, transition and retention – topics that educators, curriculum designers, and policy makers care about and pay attention to. Hereby linking to a group of people the HPM community needs to address, if we want to promote the explicit inclusion of history of mathematics in mathematics education curricula.
We would like to mention also that the meeting was very well organized, in a very agreeable and friendly atmosphere. We thank Sunwook Hwang, his colleagues, and students for all they did for the success of HPM 2012.
IREM and Laboratory LMJL, University of Nantes, firstname.lastname@example.org
Tinne Hoff Kjeldsen,
IMFUFA, NSM, Roskilde University, Denmark, email@example.com
On the first day evening of HPM 2012, we had “Preparation Session for Asia HPM.”
Chaired by Sung Sa Hong (Korea), there were three speeches given by Chang-Koo Lee (Korea), Mitsuo Morimoto (Japan), and Anjing Qu (China).
During the dinner after this special session, three countries agreed on the collaboration through Asia HPM.
I believe Asia HPM will play a very important role in helping Asian colleagues work together internationally and open their vision to research in Mathematics History.