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