### Abstract

Original language | English |
---|---|

Journal | Educational Studies in Mathematics |

Volume | 80 |

Issue number | 3 |

Pages (from-to) | 327-349 |

Number of pages | 19 |

ISSN | 0013-1954 |

DOIs | |

Publication status | Published - 2012 |

### Keywords

- History as a didactical method
- Mathematics education
- Mathematical discourse
- Meta-discursive rules
- Project work
- History of mathematics
- Historiography

### Cite this

}

*Educational Studies in Mathematics*, vol. 80, no. 3, pp. 327-349. https://doi.org/10.1007/s10649-011-9352-z

**Beyond Motivation - History as a method for the learning of meta-discursive rules in mathematics.** / Kjeldsen, Tinne Hoff; Blomhøj, Morten.

Research output: Contribution to journal › Journal article › Research › peer-review

TY - JOUR

T1 - Beyond Motivation - History as a method for the learning of meta-discursive rules in mathematics

AU - Kjeldsen, Tinne Hoff

AU - Blomhøj, Morten

PY - 2012

Y1 - 2012

N2 - In this paper, we argue that history might have a profound role to play for learning mathematics by providing a self-evident (if not indispensable) strategy for revealing meta-discursive rules in mathematics and turning them into explicit objects of reflection for students. Our argument is based on Sfard’s theory of Thinking as Communicating, combined with ideas from historiography of mathematics regarding a multiple perspective approach to the history of practices of mathematics. We analyse two project reports from a cohort of history of mathematics projects performed by students at Roskilde University. These project reports constitute the experiential and empirical basis for our claims. The project reports are analysed with respect to students’ reflections about meta-discursive rules to illustrate how and in what sense history can be used in mathematics education to facilitate the development of students’ meta-discursive rules of mathematical discourse.

AB - In this paper, we argue that history might have a profound role to play for learning mathematics by providing a self-evident (if not indispensable) strategy for revealing meta-discursive rules in mathematics and turning them into explicit objects of reflection for students. Our argument is based on Sfard’s theory of Thinking as Communicating, combined with ideas from historiography of mathematics regarding a multiple perspective approach to the history of practices of mathematics. We analyse two project reports from a cohort of history of mathematics projects performed by students at Roskilde University. These project reports constitute the experiential and empirical basis for our claims. The project reports are analysed with respect to students’ reflections about meta-discursive rules to illustrate how and in what sense history can be used in mathematics education to facilitate the development of students’ meta-discursive rules of mathematical discourse.

KW - History as a didactical method

KW - Mathematics education

KW - Mathematical discourse

KW - Meta-discursive rules

KW - Project work

KW - History of mathematics

KW - Historiography

U2 - 10.1007/s10649-011-9352-z

DO - 10.1007/s10649-011-9352-z

M3 - Journal article

VL - 80

SP - 327

EP - 349

JO - Educational Studies in Mathematics

JF - Educational Studies in Mathematics

SN - 0013-1954

IS - 3

ER -