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

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

I: Educational Studies in Mathematics, Bind 80, Nr. 3, 2012, s. 327-349.

Publikation: Bidrag til tidsskriftTidsskriftartikelfagfællebedømt

Harvard

Kjeldsen, TH & Blomhøj, M 2012, 'Beyond Motivation - History as a method for the learning of meta-discursive rules in mathematics', Educational Studies in Mathematics, bind 80, nr. 3, s. 327-349. https://doi.org/10.1007/s10649-011-9352-z

APA

Kjeldsen, T. H., & Blomhøj, M. (2012). Beyond Motivation - History as a method for the learning of meta-discursive rules in mathematics. Educational Studies in Mathematics, 80(3), 327-349. https://doi.org/10.1007/s10649-011-9352-z

Vancouver

Kjeldsen TH, Blomhøj M. Beyond Motivation - History as a method for the learning of meta-discursive rules in mathematics. Educational Studies in Mathematics. 2012;80(3):327-349. https://doi.org/10.1007/s10649-011-9352-z

Author

Kjeldsen, Tinne Hoff ; Blomhøj, Morten. / Beyond Motivation - History as a method for the learning of meta-discursive rules in mathematics. I: Educational Studies in Mathematics. 2012 ; Bind 80, Nr. 3. s. 327-349.

Bibtex

@article{be8ebbdb762c4ab09f9a944d81b0227b,
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{\textquoteright}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{\textquoteright} 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{\textquoteright} meta-discursive rules of mathematical discourse. ",
author = "Kjeldsen, {Tinne Hoff} and Morten Blomh{\o}j",
year = "2012",
doi = "10.1007/s10649-011-9352-z",
language = "English",
volume = "80",
pages = "327--349",
journal = "Educational Studies in Mathematics",
issn = "0013-1954",
publisher = "Springer",
number = "3",

}

RIS

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.

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 -

ID: 141942752