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

Tinne Hoff Kjeldsen, Morten Blomhøj

Research output: Contribution to journalJournal articleResearchpeer-review

Abstract

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.
Original languageEnglish
JournalEducational Studies in Mathematics
Volume80
Issue number3
Pages (from-to)327-349
Number of pages19
ISSN0013-1954
DOIs
Publication statusPublished - 2012

Keywords

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

Cite this

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

In: Educational Studies in Mathematics, Vol. 80, No. 3, 2012, p. 327-349.

Research output: Contribution to journalJournal articleResearchpeer-review

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