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 tidsskrift › Tidsskriftartikel › fagfællebedømt
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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