ICME 13 TSG 25
History of Mathematics in Mathematics Education: Recent developments
24 – 31 July, 2016
One of the Topic Study Groups (TSG) at the forthcoming ICME 13 (Hamburg, Germany, 24-31/7/2016) is TSG 25: The Role of History of Mathematics in Mathematics Education.
Its Organizing Team (OT) has performed a survey on the developments in the HPM domain since 2000, the year of publication of History in Mathematics Education: The ICMI Study, edited by J. Fauvel & J. van Maanen (Kluwer 2000). This volume has been a highly collective work and a landmark in the area. Since its publication, the HPM domain has expanded considerably and intensive research activity has been realized worldwide that led to a great deal of thoughtful publications both on theoretical issues and empirical investigations.
Nevertheless, a comprehensive survey is still lacking. Therefore, the survey carried out by the OT of TSG 25 aims to contribute to filling the gap, at the same time providing a useful tool to anyone with interest in this domain and wants to become informed on the main issues and to have a concise guide of the work done in this area.
With focus on the period after the publication of the above ICMI Study Volume, this survey attempts to provide concise annotated reference to existing work in this area, related to the TSG 25 main themes, namely:
1. Theoretical and/or conceptual frameworks for integrating history in mathematics education;
2. History and epistemology implemented in Mathematics Education, considered from either the cognitive or/and affective points of view:
(a) Classroom experiments at school, the university and teacher pre- & in-service education;
(b) Teaching material: textbooks, resource material of any kind (written documents, guidelines, readers, annotated bibliographical surveys, audiovisual material, relevant websites/web pages, etc).
3. Surveys on:
(a) Research on the History of Mathematics in Mathematics Education;
(b) The History of Mathematics as it appears in curriculum and/or textbooks.
4. Original sources in the classroom, and their educational effects;
5. History and epistemology as a tool for an interdisciplinary approach in the teaching and learning of mathematics and the sciences by unfolding their fruitful interrelations; and
6. Cultures and mathematics fruitfully interwoven.
The structure of the survey runs roughly as follows:
Section 1 explains its rationale and formulates the key issues explicitly addressed in and/or implicitly underlying the work done in this area:
• Which history is suitable, pertinent, and relevant to Mathematics Education?
• Which role can History of Mathematics play in Mathematics Education?
• To what extent has History of Mathematics been integrated in Mathematics Education (curricula, textbooks, educational aids/resource material, teacher education)?
• How can this role be evaluated and assessed and to what extent does it contribute to the teaching and learning of mathematics?
Section 2 gives a brief historical account of the development of the HPM domain with focus on the main activities in its context and their outcomes since 2000, a short presentation of journals and newsletters, and an outline with comments on the key issues mentioned above and references to the literature for details.
Section 3, constitutes the major part of the survey. It provides a sufficiently comprehensive bibliographical survey of the work done since 2000:
– Briefly annotated collective works (collective volumes, special issues of Mathematics Educational journals devoted to the HPM perspective, conference proceedings, resource material);
– Individual works on one or more of the above mentioned six main themes of TSG 25 in the form of books & doctoral dissertations, papers in scientific journals, and individual chapters in collective volumes or conference proceedings.
For each reference there is explicit indication of the TSG 25 main themes to which it is mostly related. In addition, though the emphasis is on research results of an as broad as possible international interest, due attention is paid to nationally-oriented implementation of the HPM perspective as well. Even though several voluminous collective works exclusively devoted to the HPM perspective (e.g. some collective volumes or conference proceedings) contain several important contributions, the latter are not included in the bibliographical survey as separate items in order to keep this survey to a reasonable size. Instead, all collective works are annotated briefly.
Section 4 summarizes the main points of the survey, whereas, Section 5 contains all references given in section 2.
The survey can be accessed via the HPM website at http://www.clab.edc.uoc.gr/HPM/HPMinME-TopicalStudy-18-2-16-NewsletterVersion.pdf
We emphasize, however, that this survey should be considered only as a working document to be kept updated both by the OT of TSG 25 and/or other members of the community, who will point out further references that are missing. Any comments, suggestions, amendments and further bibliographical references are most desirable and welcome!
The HPM domain is at a particularly interesting juncture right now, 15 years after the publication of the comprehensive ICMI study – with much and varied work taking place all over the globe. Therefore, this survey may be both a continuously updated useful tool and a key component for heralding a potentially new and interesting era of work to be done.
The Organizing Team of TSG 25 of ICME 13
Tinne Hoff Kjeldsen