Archive for the ‘Uncategorized’ Category

“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

 

The HPM Newsletter 89 (July, 2015) is now available in

HPMNews89_final

Message from the HPM Chair

 

I am glad to inform the HPM community about the recent creation of a HPM Executive Committee (ExC). The creation of the ExC will provide HPM with a flexible structure to facilitate the preparation and implementation of the quadrennial HPM meeting and ESU as well as the planning and execution of other HPM activities, along the lines of inputs and recommendations of the Advisory Board (AdB).

 

Composition of the ExC:

The ExC is composed of the HPM Chair and four members of the AdB.

In order to ensure a convenient flux of information between HPM and the local quadrennial HPM and ESU organizing committees, two additional members from the Organizing local committees will join the ExC, as non-voting liaison members.

The names of the four members of the ExC, approved recently by the AdB, are: Evelyn Barbin, Fulvia Furinghetti, Jan van Maanen, and Costas Tzanakis

 

Mandate:

The mandate of the ExC is as follows:

  • To consult with the AdB in order to determine themes and plenary and panel speakers for the quadrennial HPM conference and ESU.
  • To decide about the quadrennial HPM and ESU conferences’ locations, themes and speakers.
  • To appoint editorials teams to organize the reviewing process of papers submitted to the quadrennial HPM and ESU meetings and the publication of the Conference Proceedings.
  • To help the Chair with various HPM matters, such as representation of the HPM in conferences, the Newsletter, inclusion of new AdB members, etc.

 

Duration of the ExC

A new ExC is created with the arrival of a new Chair.

 

In the 2016 HPM meeting, which will take place in Montpellier, France, the process of electing the Chair and the ExC, as well as the composition of the ExC will be discussed.

 

I would like to thank Evelyn Barbin, Fulvia Furinghetti, Jan van Maanen, and Costas Tzanakis for accepting to be part of the first HPM ExC.

 

Luis Radford

Université Laurentienne, Canada

Dear colleagues,

In this brief note, I would like to provide you with an update of the ongoing preparation of the HPM 2016 Conference, and the Proceedings Initiative that aims at making our HPM proceedings available electronically.

HPM 2016

I am happy to report that the preparation for the HPM 2016 conference has started. It is my pleasure to announce that HPM 2016 will take place at the Université Montpellier 2, France, where the IREM (Institut de Recherche sur l’Enseignement des Mathématiques) is located. I am grateful to Evelyn Barbin for her help in putting us in contact with the IREM network and in particular with Professor Nicolas Saby, chair of IREM of Montpellier.

Concerning the dates of the conference, we are making an effort to avoid overlaps with other major events. Although we are still working on the details, for the moment the date that seems to be the best is the week of July 18, 2016. We will keep you informed.

Here is a short description of the hosting institution.

Rich from its past and its heritage, as well as from the lifeblood stemming from today’s laboratories, the Université Montpellier 2 is a university of intensive research which activities cover a wide range of subjects:

* Health and Agronomy Biology;

* Biodiversity and Ecology;

* Evolution and Environment;

* Chemistry, Earth and Water Sciences;

* Mechanical Engineering;

* Physics;

* Mathematics and Computer Sciences;

* Management and Education Sciences

In 1808, Napoleon 1st founded the Science Faculty of Montpellier. Today, the University offers diversified and complementary courses, leading to 230 degree programmes from learning to in-service training, where students of 115 nationalities are welcomed.

Approximately 4000 staff participate in the life of the establishment. The University enrolls 16 500 students. The university is also famous for its 10 large collections of botany (second herbarium of France), paleontology, zoology, and mineralogy.

The IREM of Montpellier is a department of the Science Faculty of the Université Montpellier 2. It was created in 1969 to:

* Lead research on mathematics teaching;

* Contribute to the initial and in-service training of teachers;

* Develop and publish documents for teachers and trainers;

* Contribute to pedagogical experimentation.

The IREM of Montpellier has an important experience in organizing national and international meetings. For instance, the IREM of Montpellier organized a national IREM-Colloquium on Epistemology and History of Mathematics in 1985, as well as the First European Summer University “Epistemology and History in Education of Mathematics” (ESU) in 1993.

The HPM Proceedings Initiative

I would also like to report that we are in communication with ICMI administrators to continue uploading the proceedings of past conferences. I have received a PDF version of the HPM 2012 Conference from Professor Sung Sook Kim, of Paichai University in South  Korea. The electronic copy of the proceedings will be available soon. For the time being the Proceedings of HPM 2004 (Uppsala) Conference are already online, thanks to the efforts of Fulvia Furinghetti, Costas Tzanakis, and Sten Kaijser (http://www.mathunion.org/icmi/digital-library/aos-conferences/)

I take advantage of this message to remind you that information concerning the forthcoming ESU-7 conference, to be held in Denmark this summer, is available in our site (http://www.clab.edc.uoc.gr/hpm/Meetings.htm).

L. Radford

ESU-7

14-18 July 2014

Aarhus University,
Campus Emdrup, Copenhagen, Denmark

SECOND ANNOUNCEMENT

The initiative of organizing a Summer University on the History and Epistemology in Mathematics Education was undertaken originally by the French Mathematics Education community in the early 1980’s. From those meetings emerged the Summer University on a European scale, as the European Summer University (ESU) on the History and Epistemology in Mathematics Education, the first one taking place in 1993. Since then, the 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).
Since then, the ESU has been established into one of the main international activities of the HPM Group, which – from 2010 onwards – will be organized every four years. This means that every two years the HPM meetings will have at least one major international meeting of the Group; namely, the ESU will alternate with the HPM Satellite Meetings of ICME.

1. Aim and focus of the ESU

See HPM Newsletter 83.

2. Main themes of ESU-7

See HPM Newsletter 83.

3. Activities during ESU 7

See HPM Newsletter 83.

4. Target population

See HPM Newsletter 83.

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.

The campus is located in Copenhagen, only 10 minutes from the city centre and 25 minutes from the international airport.

From the airport, take the metro to Nørreport station and change to the S-train, line A, which will take you to Emdrup station. The Campus is located directly next to the station. See Google map at conference website, where other maps for important directions will also be available.

The address of the conference site: Department of Education, Aarhus University, Campus Emdrup, Tuborgvej 164, 2400 København NV.

6. Official Languages

See HPM Newsletter 83.

7. Submission of proposals

EXTENDED DEADLINES

31. December, 2013: abstracts of proposals for workshops and oral presentations.

30. April, 2014: abstracts for posters.

Notification of acceptance of presentation will happen within a month after these deadlines.

Important: please, use the application form on the website and send it in electronic form to:
Evelyne Barbin, Chair of the ESU7:
evelyne.barbin@wanadoo.fr
Tinne Hoff Kjeldsen, Co-chair:
tinne.kjeldsen@ind.ku.dk
Uffe Thomas Jankvist, Co-chair:
utj@dpu.dk

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 Programme. However, this does not imply that a full text based on this activity will automatically be included in the ESU-7 Proceedings, which are going to be published after the ESU. Full texts 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) and The Local Organizing Committee (LOC)

See HPM Newsletter 83.

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, the website of ESU is a very efficient tool. Online registration, etc. will be operating soon at the website:

http://conferences.au.dk/ESU-7/

10. Proceedings

See HPM Newsletter 83.

11. Programme
Plenary Sessions

Theme 1: Evelyne Barbin, University of Nantes (France)

The implicit epistemology of mathematics history and education: thirty years after Hans Freudenthal.

Themes 2 & 3: Adriano Dematte, Universirty of Genoa (Italy)

History in the classroom: educational opportunities and open questions.

Theme 4: Cécile de Hosson, University Paris 7 (France)

Promoting an interdisciplinary teaching through the use of elements of Greek and Chinese early cosmologies.

Theme 5: Kristin Bjarnadottir, University of Iceland (Iceland)

Calendars and currency – embedded in culture, nature, society and language.
Theme 6: Gert Schubring , University of Bielefeld (RFA) and UFRJ (Brazil)

New approaches and results in the history of teaching and learning mathematics.

Theme 7: Bjarne Toft, University of Sothern Denmark (Denmark)

Julius Petersen and James Joseph Sylvester – the emergence of graph theory.

Panels
Panel 1: History and philosophy of mathematics, technics and technology in mathematics education (organizer: Morten Misfeld, Aalborg University, Denmark).

Panel 2: The question of evaluation and assessment of experiences with introducing history of mathematics in the classroom (organizer: Leo Rogers, Oxford University, GB).

Provisional Time Schedule

tabela_denmark copy

Caption:
Plenary lectures: PL
Panel: P
15mn. Short oral presentation of posters: SOP
30 min. Oral presentations: OP
2-hour workshops: WS-2
3-hour workshops: WS-3
Remark: It is expected that there will be at most 6 sessions of OP and/or WS running in parallel.
12. Registration
Participants should register online via the ESU-7 website

http://conferences.au.dk/ESU-7/

Conference fees
Early registration (before Feb 28, 2014): 225 EUR (175 EUR for students and school teachers)
Late registration (before May 31, 2014): 275 EUR (225 EUR for students and school teachers)
Online registration will be closed on May 31, 2014.

The registration fee will cover five lunches, one excursion plus dinner, and proceedings after the conference. Payment will eventually be possible through the website.

13. Accommodation
Accommodation can be booked through CABINN Scandinavia Hotel, where you will find a variety of options. You may enter their website through the conference website. A booking number for special prices for ESU-7 participants will soon be available at the conference website.

14. Social Program
• On Monday we will combine the poster presentation with a wine reception, where we can all walk around and talk to poster presenters (and others) in a friendly atmosphere while having a snack and a glass of wine.
• On Tuesday and Thursday we will end the days with “happy hours” where snacks and drinks are available, and where participants will have the opportunity to talk to each other, have informal meetings, etc.

• On Wednesday we have excursion day. We will leave the conference site before noon and go on a boat trip through the channels of Copenhagen. We will arrange for lunch on the way. The boat trip will end at Freetown Christiania, where we will spend some time walking around before we go to a restaurant for the conference dinner.

• (On Thursday night there will a dinner meeting for the HPM Advisory Board, where locations for ESU-8 will be discussed.)

15. 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
evelyne.barbin@wanadoo.fr

Tinne Hoff Kjeldsen, Department of Science Education, University of Copenhagen, Øster Voldgade 3, DK-1350 Copenhagen K
tinne.kjeldsen@ind.ku.dk

Uffe Thomas Jankvist, Department of Education, Aarhus University, Campus Emdrup. Tuborgvej 164, DK-2400 Copenhagen NV
utj@dpu.dk

Evelyne Barbin, France
Tinne Hoff Kjeldsen, Denmark
Uffe Thomas Jankvist, Denmark

 

Dear colleagues,

I would like to take advantage of this newsletter to express my gratitude to Evelyne Barbin and the HPM Advisory Board for the trust and confidence they have placed in me by inviting me to chair our group. I will work hard with all of you to continue the work of our past chairs and members in order to ensure that HPM continues playing its important scientific role.

I joined HPM in the summer of 1992, when our quadrennial meeting was held in Toronto, just before ICME-7. The summer of 1992 was very important in my life. After spending one year at the Université du Québec à Montréal working with a remarkable team of mathematics educators, psychologists, and historians of mathematics, I had to decide whether or not to come back to my university — Universidad de San Carlos de Guatemala — or to accept an offer that Laurentian University in Ontario was making me to join its school of education. It was in this turmoil of feelings and uncertainties that I went to Toronto to participate in the HPM meeting.

The Toronto HPM meeting gave me the opportunity to meet people whose work I have read with great interest and passion. For instance, I met John Fauvel, whose natural curiosity and inquisitive mind impressed me tremendously. I remember that, during a coffee break, John came to me and invited me to sit on some stairs nearby so that I could tell him how we were trying to distinguish in Montreal between arithmetic and algebraic thinking. I mentioned that our approach was based on an investigation of ontogenetic and historical developments and synthesized, as best as I could, our findings. I was unaware of how this research problem and the way we tackled it in Montreal was going to affect me during the following years until now. If I see retrospectively the work that we did in Montreal, I find there, albeit in a nascent form, problems and topics that have become the major areas of my research— e.g., the emergence of algebraic symbolism, the development of algebraic thinking, the relationships between ontogenesis and phylogenesis, and the relationships between mathematical thinking and culture.

I found very inspiring and stimulating all the presentations that I attended at the HPM 1992 meeting. As you know, a selection of papers presented at that meeting and HPM talks at ICME-7 were published in Vita mathematica: historical research and integration with teaching by Ron Calinger. I read the book from its first page up the last one and ended up writing a review of it some years later (the review appeared in Revista Brasileira de História da Matemática, 4(7), 83-95).

This short overview of my first contact with HPM gives you, I hope, an idea of how important HPM has been in my academic life. Each one of the HPM meetings that I have attended has been profoundly inspiring and motivating. And I would like very much that young researchers have the same invaluable opportunity that the group has offered me to grow intellectually through the group’s meetings and network possibilities.

Our next meeting is still a few years ahead of us. Yet, we need to start planning it. We’ll do it. But I also feel that we could attempt to bring closer and in a more systematic manner our research interests. HPM can do that. With the development of new communication technologies, distances no longer pose the difficult problems they did in the past. So, what I have in mind is the creation of “research dossiers” that could facilitate exchange and joint work among our members. The idea is that each research dossier revolves around a research theme that would be investigated in the course of several years (2 or 3). The results could be presented at the HPM quadrennial meetings, with updates and short synopsis in each Newsletter. You are invited to organize a research dossier and to identify and invite researchers that you think can contribute to the dossier. I approached some colleagues to invite them to start this initiative.

Luis Puig will be in charge of the dossier “On the first books on Algebra written in Spanish.” The dossier starts from the fact that, during the second part of the 16th century, the first books written in Spanish containing chapters on Algebra were published: Marc Aurel’s Libro Primero de Arithmetica Algebratica, published in 1552 in Valencia, Juan Pérez de Moya’s Arithmetica Practica y Especulativa, published in 1562 in Salamanca, Pedro Nunes’s Libro de Algebra en Arithmetica y Geometria, published in 1567 in Anvers (today Antwerp), and Juan Pérez de Moya’s Tratado de Mathematicas, published in 1573 in Alcala de Henares. It is an interesting fact that only one of these authors, Pérez de Moya, had Spanish as his mother tongue: Marc Aurel was German, and Pedro Nunes was Portuguese. The goal of the research dossier is to compare the presentation of Algebra in these books.

Another dossier will be devoted to the Middle Age and Renaissance mathematics in the Classroom, featuring an investigation of Tartaglia Galigai and some other authors. This dossier will be carried out under the responsibility of Fulvia Furinghetti. So far, the participants include Adriano Demattè and myself.

A third dossier revolves around “Original sources in the teaching and learning of mathematics.” Participants include Uffe Thomas Jankvist, Tinne Hoff Kjeldsen, Hans Niels Jahnke, Renaud Chorlay, and Janet Barnett.

A fourth dossier is under the responsibility of Masami Isoda and will work towards the production of a Lesson Study Book for History of Mathematics.

Again, I invite you to identify a research dossier and invite people to participate in it. Of course, you can also try to recruit people who are not currently HPM members. By interacting and working with HPM people, they will become HPM members! One of the strengths of our group is the interdisciplinary composition—mathematicians, historians, epistemologists, mathematics educators, etc. Let’s try to keep building and capitalizing on that strength!

 

Luis Radford

Laurentian University, Canada

University of Manchester, UK

Thanks to Bjørn Smestad

Bjørn was a member of the HPM Newsletter team for many years, but he has decided to resign for professional reasons.
As President of HPM from 2008 to 2012 and in the name of the AdB of HPM, I want to thank Bjørn very much for his fine work on the HPM newsletter, a work he always did with efficiency and kindness. It is a pleasure for everyone to have Bjørn as a colleague, and we hope that we will have him in the HPM community for a long time to come.

Evelyne Barbin,
Chair of HPM 2008-2012