New Book: History and Epistemology in Mathematics Education

The proceedings from the 6th European Summer University on the History and Epistemology of Mathematics (which was held in Vienna in 2010) is now available from, Holzhausen or via an order form.

This volume contains texts and/or abstracts of all contributions to the scientific programme of the 6th European Summer University (ESU 6) on the History and Epistemology in Mathematics Education, which took place in Vienna, from 19 to 23 July 2010. This was the sixth meeting of this kind since July 1993, when, on the initiative of the French IREMs the first European Summer University on the History and Epistemology in Mathematics Education took place in Montpellier, France. The next ESU took place in Braga, Portugal in 1996, conjointly with the HPM Satellite Meeting of ICME 8), the 3rd in Louvain-la-Neuve and Leuven, Belgium in 1999, the 4th in Uppsala, Sweden in 2004, conjointly with the HPM Satellite meeting of ICME 10 and the 5th in Prague, Czech Republic in 2007.

Since its original conception and realization, ESU has been developed and established into one of the major activities of the HPM Group. Its purpose is not only to stress the multifarious role that history and epistemology can play in the teaching and learning of mathematics, in the sense of a technical tool for instruction, but also to reveal that mathematics should be conceived as a living science, a science with a long history, a vivid present and an as yet unforeseen future.

This conception of mathematics and its teaching and learning is reflected into the main themes along which the scientific program of each ESU is structured. This time, they were as follows:
1. Theoretical and/or conceptual frameworks for integrating history in mathematics education
2. History and epistemology implemented in mathematics education: classroom experiments & 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. Cultures and mathematics
6. Topics in the history of mathematics education

Publishing the Proceedings of the ESUs has always been a major task, since in all cases they have become standard references in this domain. In addition, it has been decided that the Proceedings is published after ESU 6, so that authors are given the opportunity to enrich their text as a result of the feedback they would gain during this European Summer University. As a consequence, this volume is divided into six parts that correspond to the six main themes mentioned above. It includes full texts and/or abstracts of the 91 contributions to the scientific program of ESU 6. In particular, full texts have been submitted for 61 out of the 91 contributions to the ESU 6 program and 52 of them were finally accepted, including 6 plenary lectures and 2 panel discussions. Each submitted full text for a workshop, or an oral presentation has been reviewed by one or two members of the Scientific Program Committee at the usual international standards. In most cases authors were asked to amend their papers. Papers that have been finally accepted are included here. In all other cases in which either the text was not accepted, or no full text has been submitted, only an abstract of the corresponding contribution appears. In addition, abstracts for poster contributions and short communications are also included.

For each main theme, one plenary lecture was delivered and its text appears in the corresponding section. The same holds for the two panel discussions, which were also delivered in plenary sessions. There are also papers coming from workshops, which are a type of activity of special interest, making focus on studying a specific subject and having a follow-up discussion. The role of the workshop organizer was to prepare, present and distribute the historical/epistemological (3-hour workshops) or pedagogical/didactical material (2-hour workshops), which motivated and oriented the exchange of ideas and the discussion among the participants. Participants read and worked on the basis of this material (e.g. original historical texts, didactical material, students’ worksheets etc). The reader of these Proceedings will find here historical resources, like abstracts of original texts, and pedagogical resources for all levels of mathematics education, from elementary school to the university. Finally, there are texts and abstracts based on 30-minute oral presentations, short communications and poster contributions.

There were 152 contributors and participants from 28 different countries worldwide. They were secondary school teachers, university teachers and graduate students, historians of mathematics, and mathematicians, all interested in the relations between mathematics, its history and epistemology, its teaching, and its role at present and in the past. We thank all of them. Special thanks go to the 29 members of the International Scientific Program Committee, (see p. 699), who willingly reviewed the submitted papers, thus contributing essentially to the scientific quality of this volume, and all members of the Local Organizing Committee (see p. 700), who succeeded to make ESU 6 an insightful and interesting scientific event that took place in a warm and friendly atmosphere. We also thank the personnel of the Vienna University of Technology for their help and kindness. Finally, we thank all institutions which, in one way or another supported the organization of ESU 6: The Institute of Discrete Mathematics and Geometry of the Vienna University of Technology, Vienna, Austria, for hosting ESU 6, the Austrian Federal Ministry of Science and Research (BMWF), the Government of the City of Vienna (Wien Kultur), the Vienna Convention Bureau, Casio Europe and Texas Instruments for financial support of the meeting and the publication of its proceedings.

Evelyne Barbin, University of Nantes (France)
Manfred Kronfellner, Vienna University of Technology (Austria)
Constantinos Tzanakis, University of Crete (Greece)


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