We Could All Be Having So Much More Fun! A Case For The History Of Mathematics In Education

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Abstract

Many students experience mathematics as ahistorical and acultural. We review the philosophical roots of this experience and pose alternatives. We argue that there is evidence that the inclusion of a historical dimension into the teaching of mathematics courses at all levels, combined with an ‘active’ approach to learning, will improve motivation and achievement.

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References found in this work

The mathematical experience.Philip J. Davis - 1981 - Boston: Birkhäuser. Edited by Reuben Hersh & Elena Marchisotto.
Proofs and refutations (IV).I. Lakatos - 1963 - British Journal for the Philosophy of Science 14 (56):296-342.

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