“Concrete numbers” versus “abstract numbers”: an anthropological, historical, historiographical and didactical approach

Edited by Christine Proust & Eric Vandendriessche (Laboratory SPHERE, CNRS & University Paris-Diderot)

This special issue would be an incentive to interconnect several disciplinary perspectives: history, anthropology, philosophy, didactics and ethnomathematics, in order to critically analyze the opposition between “concrete numbers” and “abstract numbers”. Some historians, philosophers, and anthropologists have theorized a separation between “numbers” and the entities enumerated or counted with these numbers, and more particularly, between numbers and measurement units attached to them in the expression of measurement values. This perception gave rise to a linear history of oral and written numerations rooted in evolutionary theories and classifications (Smith, Guitel, and many others). To what extent does this separation reflect the practices carried out in societies or social groups under scrutiny by these scholars? How has the notion of “abstract numbers”-as opposed to those described as “concrete numbers” shaped the history of numerations? This issue’s goal is to confront common historiography with the great diversity of numeration and measurement systems (and their interrelations), attested to by the various textual and ethnographic sources available to us (Murdoch, Thomas, Lean, etc.).

Contributors are invited to expose different case studies, from distinct times and in various contexts, highlighting the way in which mathematical work on measurement units is an integral-and sometimes essential-part of the mathematical elaborations of numbers. How the inclusion of units of measurement shape our understanding of numerical systems and fractions, in past or present treaties and textbooks? How focusing on often neglected mathematical elements such as measurement units could open up new prospects for discussion on mathematical practices? Of particular interest are the cases studies which enable the analysis of various methods of quantification involved in administrative tasks, trade, craft-making, as well as those developed in oral tradition societies, and furthermore in the way mathematics are currently taught. Anthropological, historical, historiographical and didactical approaches are encouraged.

This special issue will include selected articles-as well as a general introduction by the editors-which will be submitted to the Historia Mathematica Journal. The journal’s editorial staff has expressed a keen interest in this project.

Contributors to this issue are invited to submit a title and an outline of the projected article of about 500 words in English, and a short bibliography, including their publications on the subject or related subjects.

 

Proposals should be sent before January 31, 2018 to Christine Proust <christine.proust@univ-paris-diderot.fr> and Eric Vandendriessche <eric.vandendriessche@univ-paris-diderot.fr>.

Approvals will be sent to the authors by March 5, 2018. Subsequently, the first version of the articles (written preferably in English, approximately 60 000 characters including spaces, references, as well as a 100 word abstract) should be sent to the editors by September 30, 2018. 2

Short indicative bibliography

 

Bernard, Alain, Grégory Chambon, and Caroline Ehrhardt. 2010. Le sens des nombres.

 

Mesure, valeur et informations chiffrées: une approche historique. Paris : Vuibert. Cajori, Florian. 1928-1929. A history of mathematical notations. Chicago: The Open Court Publishing Company.

Chrisomalis, Stephen. 2010. Numerical Notation: A Comparative History. Cambridge University Press.

Conant, Levi. 1896. The Number Concept. New York/London, MacMillan & Co.

Crump, Thomas.1992. The Anthropology of Numbers. Cambridge University Press. Dehouve, Danièle. 2011. L’imaginaire des nombres chez les anciens Mexicains. Rennes : Presses Universitaires de Rennes.

Guitel, Geneviève. 1966. “Classification hiérarchisée des numérations écrites.” Annales. Économies, Sociétés, Civilisations 21e année, n°5: 959-981.

Guitel, Geneviève. 1975. Histoire comparée des numérations écrites. Paris: Flammarion. Lean, Glen.1992. Counting systems of Papua New Guinea and Oceania. Unpublished PhD thesis. Lae: Papua New Guinea University of Technology.

Lévy-Bruhl, Lucien. 1910. Les fonctions mentales dans les sociétés inférieures. Paris : F. Alcan.

Malinowski, Bronislaw. 1920. “Classificatory Particles in the Language of Kiriwina”. Bulletin of the School of Oriental Studies, University of London, 1(4): 33-78.

Murdoch, John. 1890. “Counting and Measuring among the Eskimo of Point Barrow”. American Anthropologist, 3 (1): 37-44.

Owens, Kay, Glen Lean, Patricia Paraide, and Charly Muke. 2018. History of Number. Evidence from Papua New Guinea and Oceania. Springer International Publishing.

Neugebauer, Otto. 1933. “Sexagesimalsystem und babylonische Bruchrechnung”. Quellen und Studien zur Geschichte der Mathematik B 2: 199-210.

Nissen, Hans J., Peter Damerow, and Robert Englund. 1993. Archaic Bookkeeping. Writing and Techniques of Economic Administration in the Ancient Near East. Chicago: University of Chicago Press.

Peacock, George. 1826 (ed. 1845). “Arithmetic”. In Encyclopaedia Metropolitana, vol. I: Pure Sciences. London: Smedley & Rose, pp. 369-523.

Proust, Christine. 2008. “Quantifier et calculer: usages des nombres à Nippur”. Revue d’Histoire des Mathématiques 14:143-209.

Smith, David Eugene and Jekuthiel Ginsburg. 1937. “Numbers and numerals”. National Council of Teachers of Mathematics.

Thureau-Dangin, François. 1930. “Nombres concrets et nombres abstraits dans la numération babylonienne”. Revue d’Assyriologie, 27: 116-119.

Thomas, Cyrus 1900. “Numeral Systems of Mexico and Central America”. Smithsonian Institution, Bureau of American Ethnology, 19th Annual Report, Part 2. Washington DC: 853-955. Troure, Kalifa and Nadine Bednarz. 2006. “Une étude ethnomathématique au Burkina Faso : l’arithmétique au quotidien”. Canadian journal of science, mathematics and technology education, 10 (4): 307-320.

Urton, Gary, 2003. Signs of the Inka Khipu: Binary Coding in the Andean Knotted-String Records. Austin: University of Texas Press.

Tylor, Edward.1871. “The Art of Counting”. In Primitive Culture: Researches Into the Development of Mythology, Philosophy, Religion, Languages, Art and Customs, Vol. 1, chap. VII. London : John Murray, Albemarle Street, pp. 239-272.

Vandendriessche, Eric. 2016. “Variabilité culturelle de la numératie : quelques points d’entrée dans la littérature ethno-mathématique”. Statistique et Société, 4 (1): 51-55.

Vellard, Dominique. 1988. “Anthropologie et sciences cognitives : une étude des procédures de calcul mental utilisées par une population analphabète”. Intellectica, 2: 169-209.

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Welcome to Newsletter 96!

Dear friends,

Happy November!

 I’ve decided to use my “Welcome” message in Newsletter 96 as a way to revisit one of the discussion group sessions from HPM 2016 (Montpellier, France). In Discussion Group 2, Sebastian Schorcht (Germany) and I facilitated a discussion of the topic, “History of Mathematics in Teacher Education.” During the group exchange we discussed several topics, including ways in which we might be able to build a community of interested teachers, scholars, and researchers to address responses to and develop work based upon the work from four prompts that guided a similar discussion at HPM 2012:

Prompt 1: Identify one or two beneficial aspect(s) of a “History of Mathematics” course (from either the perspective of having taken or taught such a course before).

Prompt 2: Identify one or two obstacles that may arise in implementing a “History of Mathematics” course. Describe ways in which the obstacles can be addressed.

Prompt 3: Describe the benefits to teacher candidates (teacher students) that requiring a “History of Mathematics” course may provide (again, based on actual experience or what you believe).

Prompt 4: With regard to the potential content and pedagogy of such a course, what are examples of tasks that should be required?

The discussion group in Montpellier was engaging (at least from my perspective!), but I would like to generate further discussion based on what began there. To begin that continued work I invite you to visit the link below and to contribute your thoughts and experiences via a brief survey.

I will leave the survey open for a few weeks, and I will compile the results to inform the next step. When we proposed the Discussion Group for Montpellier 2016, we stated that we wanted to:

focus on sharing and discussing specific tasks or activities, which may serve as examples for contexts that do not currently possess a strong history of mathematics dimension within mathematics teacher education programs, or which may provide new examples for those who do. A key product of the DG is to produce a document that contains a description of examples, notation of potential uses, and contact information for persons who either devised or implemented the sample task or activity. (Clark & Schorcht, 2016, emphasis added)

It’s important to me to continue to build and connect a broader community of persons engaged in thinking deeply about the ways in which history of mathematics informs the education of future and current mathematics of teachers. I believe the reach of this Newsletter will enable us to compile examples from around the world, and moving forward, we can provide a space to share resources and to propose additional collaboration, including those with other researchers outside the HPM, which will continue to open the door for new ideas and new areas in which we can contribute.

Please share your examples and experiences on the short survey here: https://fsu.qualtrics.com/jfe/form/SV_25KWFeGg5Rxjd5j

And, if you have any questions, please don’t hesitate to contact me!

If you have not already done so, I hope that you will consider submitting a proposal for ESU-8 (the proposal deadline has been extended to 15 November 2017!). And, I would like to extend my gratitude to the International Scientific Program Committee and the work that they have completed thus far in preparation for the event in Oslo in July 2018. Thank you, Evelyne, Uffe, Tinne, Bjørn, and Costas, for all of your hard work!

Finally, I wish you a productive close to 2017 and a lovely start to 2018!

Kathy

(kclark@fsu.edu)

Reference:

Clark, K., & Schorcht, S. (2016). History of mathematics in teachers’ education: Motivation for and of Discussion Group 2. In L. Radford, F. Furinghetti, & T. Hausberger (Eds.), Proceedings of the 2016 ICME Satellite Meeting of the International Study Group on the Relations Between the History and Pedagogy of Mathematics (HPM 2016, 18-22 July 2016) (pp. 203-204). Montpellier, France: IREM de Montpellier.

ESU – 8
Oslo & Akershus University College of Applied Sciences

https://esu8.edc.uoc.gr

 

ANNOUNCEMENT
Aim
The ESU mainly aims
– to provide a forum for presenting research in mathematics education and innovative teaching methods based on a historical, epistemological and cultural approach to mathematics and their teaching, with emphasis on actual implementation;
– to give the opportunity to mathematics teachers, educators and researchers to share their teaching ideas and classroom experience related to this perspective;
in this way, to motivate further collaboration along these lines, among members of the mathematics education community in Europe and beyond.

The programme and activities of ESU-8 are structured around the following
Main themes:
Theme 1: Theoretical and/or conceptual frameworks for integrating history and epistemology of mathematics in mathematics education;
Theme 2: History and epistemology in students and teachers mathematics education: Curricula, courses, textbooks, and didactical material of all kinds – their design, implementation and evaluation;
Theme 3: Original historical sources in teaching and learning of and about mathematics;
Theme 4: Mathematics and its relation to science, technology, and the arts: Historical issues and socio-cultural aspects in relation to interdisciplinary teaching and learning;
Theme 5: Topics in the history of mathematics education;
Theme 6: History of mathematics in the Nordic countries.

More detailed information: In the regularly updated ESU-8 website http://esu8.edc.uoc.gr. See also the First Announcement at https://esu8.edc.uoc.gr/1st-announcement/ & the HPM Newsletter issues No 94 & No 95
Important dates:
New deadline for abstract submission of proposals for all types of activities: 15 November 2017 (original 31/10/17)
• Authors’ notification: 15 December 2017
• Second Announcement: By early December 2017
• Deadline for early registration: 31 January 2018

Submission procedure: Submission of proposals and full texts for the proceedings, the reviewing process, and authors’ notification is being realized online via https://esu8.edc.uoc.gr/submission where more detailed information on the reviewing procedure and the evaluation criteria can be found.

Proceedings: They will be published in digital form after ESU-8, so that the authors are given the opportunity to enrich their text as a result of the feedback they will gain during ESU-8.

Registration and Conference fees:
Registration is being done online via https://esu8.edc.uoc.gr/registration/
Early registration (before January 31, 2018): 2100 NOK (1600 NOK for students and school teachers)
Late registration (before 31 May 2018): 2600 NOK (2100 NOK for students and school teachers)
(Current equivalence of Norwegian Krone (NOK): 1NOK  0,106€  0,127 US$)

Plenary Lectures
Theme 1: Hans Niels Jahnke (Germany), Hermeneutics, and the Question of “How is Science Possible?”

Theme 2: Ingo Witzke (Germany), Epistemological beliefs about mathematics – Challenges and chances for mathematical learning: Back to the future.

Theme 3: Frédéric Métin (France), Implementing history in the math class, from kindergarten to teacher training: words and artifacts

Theme 4: Snezana Lawrence (UK), The art and architecture of mathematics education – a study in metaphors

Theme 5: Marta Menghini (Italy), The fusion of plane and solid geometry in the teaching of geometry: textbooks, aims, discussions

Theme 6: Andreas Christiansen (Norway), The first Norwegian textbooks in mathematics — A story of independence and controversy
Plenary Panel Discussion:
Theme 2: Caterina Vicentini (Italy) coordinator, panelists still to be decided: History, Epistemology and Teaching Mathematics: A challenging partnership?

Second Announcement: It will be launched in early December 2017 at the latest. It will include all essential information on the registration fees, the ESU-8 overall time schedule, the publication of its proceedings, the registration procedure, accommodation, the social program and other practical issues.

For further information, contact
Constantinos Tzanakis, Dept. of Education, Univ. of Crete, 74100 Rethymnon, Greece, esu8.tzanakis@edc.uoc.gr (chair)

Bjørn Smestad, Dep. of Primary and Secondary Teacher Education, Oslo & Akershus Univ. College of Applied Sciences, Oslo, Norway, esu8.smestad@edc.uoc.gr (chair of Local Organizing Committee)
Evelyne Barbin, IREM et LMJL, UFR des sciences et des techniques, Univ. de Nantes, 2 rue de la Houssinière, BP 92208, 44322 Nantes Cedex, France, evelyne.barbin@wanadoo.fr (co-chair)
Uffe Thomas Jankvist, Dept. of Education, Aarhus University, Campus Emdrup. Tuborgvej 164, DK-2400 Copenhagen NV, utj@dpu.dk (co-chair)
Tinne Hoff Kjeldsen, Dept. of Mathematical Sciences, University of Copenhagen, Universitetsparken 5, DK-2100 Copenhagen Ø, thk@math.ku.dk (co-chair)

MAA Convergence is both an online journal on the history of mathematics and its use in teaching and an ever-expanding collection of online resources to help its readers teach mathematics using its history. Founded in 2004 by Victor Katz and Frank Swetz and published by the Mathematical Association of America, Convergence brings you a variety of interesting articles and teaching tools.

We highlight here some of our newest articles and resources for use in your high school or college classroom.

“Trisecting an Angle Using Mechanical Means” is one of our many articles with interactive features. You and your students can use author Keith Dreiling’s interactive applets to trisect angles using the methods of Hippias, Archimedes, and Nicomedes.

nl 96_3

Above: Spiral of Archimedes for trisecting angles

 

In “The Mathematics of Levi ben Gershon in the Classroom,” author Shai Simonson shares his translations of work by Levi (1288-1344) on the value of pi, calculating square roots, and a selection of word problems. Learn how you and your students can compute your personal estimates of pi!

In “Impacts of a Unique Course on the History of Mathematics in the Islamic World,” author Nuh Aydin shares his motivation for developing such a course, its structure and content, its community service component, and its impacts on students, community members, and his own scholarship.

nl 96_2

Above: From the title page of a 1648 manuscript of John Speidell’s 1648 Spherical Trigonometry. See more in MAA Convergence’s “Mathematical Treasures,” where this image appears courtesy of the University of Pennsylvania Libraries.

 

We continue our series of mini-Primary Source Projects (mini-PSPs) from the TRansforming Instruction in Undergraduate Mathematics via Primary Historical Sources (TRIUMPHS) team with two new projects:

  • “Why be so Critical? Nineteenth Century Mathematics and the Origins of Analysis,” by Janet Barnett, in which introductory analysis students read criticisms by Bolzano, Cauchy, Dedekind, and Abel that helped motivate the development of formal proof via precise inequalities in analysis.
  • “Connecting Connectedness,” by Nicholas Scoville, in which introductory topology students see how mathematical ideas and definitions evolve over time by reading contributions to the concept and definition of connectedness from Cantor, Jordan, Schoenflies, and Lennes.

“The Totient Function” is the first article in a new series titled “Math Origins,” in which Euler Archive Director Erik Tou answers the question, “How were concepts, definitions, tools, and theorems familiar to today’s students of mathematics developed over time?” In this first installment, Tou explains how the totient function, also known as the Euler phi-function, was shaped by Euler, Gauss, and Sylvester.

nl 96_1

Above: Proposal of Charles Dodgson (Lewis Carroll) for symbols for trigonometric functions (1861). From MAA Convergence’s “Mathematical Treasures”

 

Our “Index to Mathematical Treasures” includes hundreds of images for use in your

classroom from dozens of libraries and sources.

See all of these articles and more at MAA Convergence:

http://www.maa.org/press/periodicals/convergence

Join us at the Convergence of mathematics, history, and teaching!

 

Janet Beery

Editor, MAA Convergence

University of Redlands, California

USA

 

Welcome to Newsletter 95!

One of the fascinating aspects of leading an “academic life” is the diversity of individuals with whom I come into contact.  Indeed, non-academics have this same experience, but I find that in meeting and engaging with so many different people that I am challenged to think differently about a range of issues – and I know that I grow because of it.  And, this notion has been on my mind quite a bit lately, as I have been living and working in Germany – whose academic system is quite different from that in my small corner of the world in Tallahassee, Florida.  Still, I would like to think that the experiences I have had and the students, colleagues, and new friends I have met this summer will inevitably help me to be a better scholar, colleague, and friend.

Why am I rambling on about this?  While working at the University of Siegen, I have had the pleasure to teach a reading course on “History of Mathematics in Mathematics Education” – and during that course I feel like many of my HPM friends have been there in the course with me and my 15 students.  We have read articles by Abraham Arcavi and his colleagues, Adriano Demattè, Michael N. Fried, Uffe Thomas Jankvist, David Pengelleny, and Man-Keung Siu.  We have accessed excerpts and materials by Michael Glaubitz, Iris Gulikers and Klaske Blom, Tinne Hoff Kjeldsen and her colleagues, Peter Ransom, and Costas Tzanakis.  Throughout the course, my students have impressed me with their struggle to learn about another aspect of their chosen profession: the potential for history of mathematics to inform their future teaching.  Yet, it is also quite clear to me that I would not be able to share this dimension of mathematics education with my students if it were not for the HPM community – of scholars and practitioners alike – and all that it affords in not just my scholarly work, but in my work with students.

It is my hope then, as you read about the numerous HPM-related activities taking place over the next year that are highlighted in this newsletter, that you consider ways in which you can add to our community.  In particular, I bring to your attention the 8th European Summer University on History and Epistemology in Mathematics Education (ESU-8), which will take place in Oslo, Norway from 20 – 24 July 2018.  One of the aims of the ESUs is “to give the opportunity to mathematics teachers, educators and researchers to share their teaching ideas and classroom experience related to this perspective.”  I highlight this aim (of the three; see the announcement of ESU-8 in this newsletter) because it is again part of my psyche this summer: sharing teaching ideas, or at least the potential for a variety of ways in which history of mathematics might be used by classroom teachers, with my students this summer would not have been possible without my own participation in meetings / conferences such as the ESUs, and all that I have learned from them over the last decade.  I encourage you to consider submitting a proposal for this important meeting, in which you can share your ideas (and, if appropriate, outcomes of research you have conducted on the implementation of those ideas in practice).

With regard to other HPM business, I hope to attend to several HPM Group matters in the coming months. (I am – as usual – woefully behind!)  These include:

  1. Contacting those of you who were involved in the research dossier work during Luis Radford’s term as Chair, to determine how we might move forward on that initiative for those who are interested.
  2. Summarizing and communicating the Advisory Board members’ discussion of a proposal to create an HPM Journal (proposed by Evelyne Barbin and David Pengelley).
  3. Creating an ad hoc committee of Advisory Board members interested in helping me to facilitate a “Practitioner’s Corner” feature of the HPM Newsletter (see NL 94 for an example).

Also, please join me in recognizing the inaugural members of the newly-established Honorary Advisory Board (HAdB):

Abraham Arcavi Abdellah El Idrissi

Hans Niels Jahnke

Manfred Kronfellner

Chris Weeks

I thank these colleagues for their service to the HPM community, and for their time on the HPM Advisory Board!

In closing, I ask for your support and active participation in the activities of HPM.  If you have questions, concerns, or suggestions, please let me know (kclark@fsu.edu).

Kathy Clark

HPM Chair

Florida State University

Tallahassee, Florida, USA

MAA Convergence is both an online journal on the history of mathematics and its use in teaching and an ever-expanding collection of online resources to help its readers teach mathematics using its history. Founded in 2004 by well-known mathematics historians and educators Victor Katz and Frank Swetz, the Mathematical Association of America’s Convergence brings you a variety of interesting articles and teaching tools.

We highlight here some of our newest articles and resources for use in your classroom. Many of them use interactive features to help students understand and explore historical mathematical ideas.

nl95_1

In “Exploring Liu Hui’s Cube Puzzle: From Paper Folding to 3-D Design,” author Lingguo Bu offers history, classroom activities, and interactive applets to help you and your students explore Liu Hui’s 3rd century dissection of the cube into three pieces with volumes 1/2, 1/3, and 1/6 of the volume of the cube. The three puzzle pieces are shown above and below. The pieces in the image below were made using a 3-D printer.

nl95_2

For a different kind of puzzle, try “Mathematicians from A to Z,” a New York Times-style crossword puzzle created by mathematics instructor Sid Kolpas and a crossword puzzle creator Stu Ockman.

The article, “Misseri-Calendar: A Calendar Embedded in Icelandic Nature, Society, and Culture,” by Kristín Bjarnadóttir, reviews the calendar’s long history from Viking times to the present, and offers animations and ideas for your classroom.

In “A Translation of Evangelista Torricelli’s ‘The Quadrature of the Parabola, solved by many methods through the new geometry of indivisibles,’” authors Andrew Leahy and Kasandra Sullivan provide plenty of history and helpful diagrams along with their translation.

nl95_3

In “A Series of Mini-projects from TRansforming Instruction in Undergraduate Mathematics via Primary Historical Sources” the TRIUMPHS team introduces the first of a collection of mini-Primary Source Projects (mini-PSPs), “The Derivatives of the Sine and Cosine Functions” (by Dominic Klyve), a classroom assignment in which Calculus I students learn how Leonhard Euler (1707-1783) obtained these derivatives via differentials. Above, students work on a Primary Source Project under the supervision of Janet Barnett at a TRIUMPHS Site Tester Workshop in Denver, Colorado, in September of 2016.

nl_95_4

In “Illustrating The Nine Chapters on the Mathematical Art: Their Use in a College Mathematics History Classroom,” author Joel Haack shares how he used his experiences on an MAA Mathematical Study Tour to China to enrich his teaching. The photo above is of a statue in the National Museum of China of a civil servant from the Sui Dynasty (581-618), an intended user of the Nine Chapters.

“Moses ibn Tibbon’s Hebrew Translation of al-Hassar’s Kitab al Bayan,” by Jeremy I. Pfeffer (Hebrew University of Jerusalem) features the arithmetic of fractions as you’ve (possibly) never seen it before!

nl_95_5

See fractions in the context of problem-solving using the method of double false position in the Arabic manuscript Kitab al-nuzah in “Mathematical Treasure: The Method of Scales in ibn al-Ha’im’s Book of Delights,” by Randy Schwartz and Frank Swetz. Above: This diagram is used in this and other manuscripts to illustrate and carry out the “method of scales.”

In “Mathematical Treasures at the Linda Hall Library,” author Cynthia Huffman highlights the mathematics collections available at this rare book library in Kansas City, Missouri. See images of mathematics books by Euclid, Pacioli, Cardano, Torricelli, Maria Agnesi, and Emilie du Chatelet.

Our “Index to Mathematical Treasures” includes hundreds of images for use in your classroom from dozens of libraries and sources.

See all of these articles and more at MAA Convergence:

http://www.maa.org/press/periodicals/convergence

 

Join us at the Convergence of mathematics, history, and teaching!

 

Janet Beery

Editor, MAA Convergence

University of Redlands, California

USA

 

 

 

20-24 July 2018

Oslo, Norway

ESU – 8

Oslo & Akershus University College of Applied Sciences

 

https://esu8.edc.uoc.gr  

 

ANNOUNCEMENT

Aim

The ESU mainly aims

–          to provide a forum for presenting research in mathematics education and innovative teaching methods based on a historical, epistemological and cultural approach to mathematics and their teaching, with emphasis on actual implementation;

–          to give the opportunity to mathematics teachers, educators and researchers to share their teaching ideas and classroom experience related to this perspective;

in this way, to motivate further collaboration along these lines, among members of the mathematics education community in Europe and beyond.

 

The programme and activities of ESU-8 are structured around the following

Main themes:

Theme 1: Theoretical and/or conceptual frameworks for integrating history and epistemology of mathematics in mathematics education;

Theme 2: History and epistemology in students and teachers mathematics education: Curricula, courses, textbooks, and didactical material of all kinds – their design, implementation and evaluation;

Theme 3: Original historical sources in teaching and learning of and about mathematics;

Theme 4: Mathematics and its relation to science, technology, and the arts: Historical issues and socio-cultural aspects in relation to interdisciplinary teaching and learning;

Theme 5: Topics in the history of mathematics education;

Theme 6: History of mathematics in the Nordic countries.

More detailed information:

Visit the regularly updated website of ESU-8 http://esu8.edc.uoc.gr

See the First Announcement at https://esu8.edc.uoc.gr/1st-announcement/ &

The HPM Newsletter issue No 94 pp.10-12 at http://www.clab.edc.uoc.gr/HPM/HPMNews94_final.pdf

 

 

 

Important dates:

  • Submission of abstracts of proposals for all types of activities:

1 September 31 October 2017.

  • Authors’ notification of acceptance: 15 December 2017
  • Launch of the Second Announcement: By 31 December 2017
  • Deadline for early registration: 31 January 2018

Submission procedure: The submissions of proposals and full texts for the proceedings, the reviewing process, and authors’ notification will be realized online via https://esu8.edc.uoc.gr/submission and following the guidelines therewith.

Reviewing & Proceedings: Abstracts of proposals will be reviewed by the members of the Scientific Program Committee (SPC). Acceptance of a proposal means that the proposed activity will be included in the ESU-8 Scientific Programme. Full texts for inclusion to the ESU-8 Proceedings will be submitted after ESU-8 and will be further reviewed by members of the SPC at the usual international standards.

Reviewing procedure: Each proposal and full text will be reviewed by two independent referees. In case of conflicting reports, the paper will be adjudicated by a third referee. The final decision will be made by the chair and co-chairs of ESU-8, on the basis of all three reports. Any proposal or full text receiving two negative reports will not be accepted. All other proposals and full texts should be revised satisfactorily according to the referees’ suggestions and comments before they are finally accepted for inclusion in the ESU-8 scientific program.

For more detailed information on the reviewing procedure, and the evaluation criteria, see https://esu8.edc.uoc.gr/submission/

Second Announcement: The Second Announcement will be launched by 31 December 2017 at the latest. It will include all necessary information on the registration fees, the ESU-8 timeline and its overall time schedule, information on the publication of its proceedings after ESU-8, information on the registration procedure, accommodation, the social program and other practical issues.

 

For further information, contact

Constantinos Tzanakis, Dep. of Education, Univ. of Crete, 74100 Rethymnon, Greece, esu8.tzanakis@edc.uoc.gr  (chair)

Bjørn Smestad, Dep. of Primary and Secondary Teacher Education, Oslo & Akershus Univ. College of Applied Sciences, Oslo, Norway, esu8.smestad@edc.uoc.gr  (chair of Local Organizing Committee)

Evelyne Barbin, IREM et LMJL, UFR des sciences et des techniques, Univ. de Nantes, 2 rue de la Houssinière, BP 92208, 44322 Nantes Cedex, France, evelyne.barbin@wanadoo.fr (co-chair)

Uffe Thomas Jankvist, Dep. of Education, Aarhus University, Campus Emdrup. Tuborgvej 164, DK-2400 Copenhagen NV, utj@dpu.dk (co-chair)

Tinne Hoff Kjeldsen, Dep. of Mathematical Sciences, University of Copenhagen, Universitetsparken 5, DK-2100 Copenhagen Ø, thk@math.ku.dk  (co-chair)

30 March – 1 April 2018

Tunis, Tunisia

 Second announcement

The 13th Colloquium on the History of Arabic Mathematics (COMHISMA 13) shall take place on Friday 30th March, Saturday 31st March and April 1st , 2018 in Tunis City (CIFFIP – Lac II).

Themes of the Colloquium:

A.  Theoretical mathematics, Astronomy, Applied mathematics, Recreational mathematics in Arabic and Islamic traditions.  

B.  History of teaching Arabic mathematics and its circulation.

C.  Mathematics and Society. 

 

Languages of the meeting: Abstracts, papers and communications can be presented in the Arabic, English or French languages.

 

Important deadlines

          Deadline for abstract submission

15 September, 2017

          Deadline for acceptation of papers

15 November, 2017

          Deadline for receiving full text of communication        

15 February, 2018

          Deadline for registration

15 January, 2018

Registration Fees

Professor : 120 DT (± 50 Euros)

Student :      50 DT (± 25 Euros)      

Accomodations

All activities planned for COMHISMA 13 will be held at CIFFIP – Lac II.

Participants can use some lodging facilities on the premises or they can also lodge at one of the Hotels in the center of Tunis.

Accomodations fees at the CIFFIP : 180 DT (± 75 Euros) for three days.

For center city hotels, 73 DT to 200 DT for each night with breakfast.

          Arrival of the participants

29 March, 2018, after noon.

          Departure of the participants

01 April, 2018, after noon.

 Cultural activities and tourist tour

No work is planned for Saturday after noon, March 31st . We shall offer several activities for participants to choose.

The International scientific committee of COMHISMA 13 is chaired by Professor Ahmed Djebbar.Institutional Partners

                     Centre International de Formation des Formateurs et de l’Innovation Pédagogique (CIFFIP)

                     Institut Supérieur de l’Education et de la Formation Continue (ISEFC)

                     Laboratoire du Monde Arabo-Islamique Médiéval (LMAIM)

 Organizing Associations

                     Association des Femmes Tunisiennes Mathématiciennes

                     Association Tunisienne des Sciences Mathématiques

                     Association Tunisienne de Didactique des Mathématiques

                     The Mediterranean Institute for the Mathematical Sciences (MIMS-Tunisia).

                     Société Mathématique de Tunisie

Local Organizing Committee

Honorary Chairman:       Béchir Kachoukh

Members:       

                     Mahdi Abdeljaouad – Faouzi Chaabane – Marouane Ben Miled – Hmida Hedfi

                     Taoufik Charrada et Salma Elaoud (ATSM)

                     Mounir Dhieb et Rahim Kouki (ATDM)

                     Makkia Dammak (AFTM)

                     Salwa Aouadi (MIMS)

                     Nedra Belhaj Rhouma (SMT)

 

Contact : mahdi.abdeljaouad@gmail.com

The fourth Irish conference on the History of Mathematics (IHoM4) will be held in the Edward Worth Library, Dublin, on Friday 9th June 2017.

The themes of the conference will be:

  • Significant people in the History of Mathematics
  • Using original sources in History of Mathematics
  • History of Mathematics as revealed in significant books
  • History of Mathematics in Mathematics Education
  • History of Mathematics Education
  • General topics from the History of Mathematics

It will be of particular interest to situate any of these themes in an Irish context.

Abstracts (of no more than 150 words) are invited for presentation at IHoM4, on or before 7th May. It is envisaged that each presentation will be allocated 40 minutes (including 10 minutes for questions). The programme for IHoM4 will be posted here.

Organizing committee:

For further information contact maurice.oreilly[AT]dcu.ie (with IHoM4 in the subject field).

Welcome to Newsletter 94!  Here in Florida we have been completely entrenched in all things “spring” – though this is easy to do since we did not experience any version of a season that resembled winter.  In reality, I cannot believe it is already March, as my “To Do” list stays perpetually filled with things I should have already completed – like NL 94!

 

That aside, it really has been a busy year already.  There are several HPM-related activities that have taken place or that are onging, and many of them are described or advertised in this installment of the HPM newsletter.  In my comments below, I mention two additional items which are not included in separate annoucements that you will read about in this newsletter.  As well, I would like to update you on the evolving structure of the HPM Group.

 

First, approximately 25 colleagues participated in the Thematic Working Group (12 TWG 12), “History in Mathematics Education,” at CERME 10 (1-5 February 2017, Dublin, Ireland).  Included in the seven ‘working sessions’ at the conference were presentations on 16 papers and 2 posters, which you can find in their pre-converence form here: https://keynote.conference-services.net/programme.asp?conferenceID=5118&language=en-uk.  Additionally, Michèle Artigue and Uffe Thomas Jankvist led participants in a discussion of the forthcoming ERME chapter on TWG 12 (http://cerme10.org/wp-content/uploads/2017/01/TWG12_ERME_Book_Chp17_History_Draft.pdf).

 

In reflecting on CERME 10 I was reminded that working in the field of history in / of mathematics education energizes me in two ways.  In the one sense, I enjoy coming together and seeing familiar faces and reconnecting with them about shared ideas and further following their work.  On the other, I am energized by the newcomers (not necessarily new to the field, but perhaps new to the HPM community or activities) whom I get to meet and to learn about the exciting work and scholarship taking place around the world. I believe the working group activities were well received by participants of TWG 12, and I thank Renaud Chorlay (France) and Katalin Gosztonyi (Hungary) for their leadership during the working group at CERME 10.

 

Secondly, I wanted to make sure that I reminded you all that the International HPM Group is an affiliated study group of the International Commission on Mathematical Instruction (ICMI), which is an official commission of the International Mathematics Union (IMU).  The ICMI leadership encourages members of the affiliated study groups to remain informed by subscribing to the ICMI News.  You can read more about the ICMI News here: http://www.mathunion.org/index.php (and at the bottom of the page you will find directions for subscribing to the ICMI News).

 

 

Finally, I would like to take this opportunity to inform you about the shape of the formal operating structure of the HPM Group.  Over the past several months I have been in contact with Advisory Board members and the previous Executive Committee (2012-2016), and after conducting a vote of the Advisory Board members I have established the Executive Committee for the 2016-2020 term and updated the Advisory Board membership.  I have also established an Honorary Advisory Board (HAdB), but at the time of this writing I am still waiting to hear back from all of the inaugural invitees.  Consequently, I hope to announce the first HAdB in the July newsletter (NL 95).

 

You will find the updated Advisory Board at the end of this newsletter (pp. 26), and I hope that you will join me in welcoming three new members:

Michael N. Fried (Israel),

Helder Pinto (Portugal), and

Leo Rogers (UK).

 

The Executive Committee (ExC) for the 2016-2020 term is:

Évelyne Barbin (France), Fulvia Furinghetti (Italy), Uffe Thomas Jankvist (Denmark), Tinne Hoff Kjeldsen (Denmark), and

Costas Tzanakis (Greece).

 

I should also state that for the next major HPM-related conference activities (ESU-8, HPM 2020, and ICME-14), there were will be additional ExC members who will serve as liasons to the Group (for example, Bjørn Smestad will serve in this capacity for ESU-8).

 

 

As I write this, I realize I have much to learn and to do to serve the HPM Group in the best way possible.  One of the reasons I asked the Advisory Board to vote on five members to comprise the Executive Committee was because I felt I needed additional assistance in learning about how best to serve the HPM community.  The Advisory Board is also a vital component of informing and guiding the Chair and the HPM Group, and consistent and timely participation is a critical contribution of an Advisory Board member.  There are exciting decisions that need to be made in the coming months, related to the smooth running of ESU-8, as well as to begin planning for HPM 2020.  I ask for your support in these activities, and welcome your comments and active participation.

 

 

Kathy Clark

HPM Chair

Florida State University, USA

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