Recent developments on introducing a historical dimension in mathematics education / edited by Victor Katz and Constantinos Tzanakis.

Includes bibliographical references.

Online resource; title from PDF title page (University Publishing Online, viewed July 9, 2012).

Machine generated contents note: 1. Teaching with Primary Historical Sources: Should it Go Mainstream? Can it?, David Pengelley -- 1.1. Introduction -- 1.2. Personal Odyssey as an Illustration of Issues -- 1.3. Motivations: Why or Why Not? -- 1.4. Logistical Obstacles -- 1.5. Sample Project: Pascal on Induction and Combinatorics -- 1.6. Finale -- Bibliography -- 2. Dialogism in Mathematical Writing: Historical, Philosophical and Pedagogical Issues, Evelyne Barbin -- 2.1. What is Dialogism? -- 2.2. Dialogism in Mathematics: A Paradox? -- 2.3. Dialogism and Innovation in Mathematics -- 2.4. Dialogism and History of Mathematics: The Question of Addressivity -- 2.5. Dialogism and History of Mathematics: Reading Original Sources in Classroom -- 2.6. Conclusion -- Bibliography -- 3. Process of Mathematical Agreement: Examples from Mathematics History and an Experimental Sequence of Activities, Gustavo Martinez-Sierra and Rocio Antonio-Antonio -- 3.1. Introduction -- 3.2. Process of Mathematical Agreement -- 3.3. Fractional Exponents -- 3.4. Square Root of Negative Numbers -- 3.5. Radian and the Trigonometric Functions -- 3.6. Experimental Sequence of Activities: The Square Root of Negative Numbers -- 3.7. In Conclusion -- Bibliography -- 4. Researching the History of Algebraic Ideas from an Educational Point of View, Luis Puig -- 4.1. Introduction -- 4.2. Babylonian Cut and Paste Operations: A Tool for Analysis -- 4.3. Cut and Paste Operations in Al-Khwarizmi's Algebra -- 4.4. Reading of Jordanus de Nemore' De Numberis Datis -- 4.5. Didactical Comments -- 4.6. By Way of Conclusion -- Bibliography -- 5.

Recent Developments on Introducing a Historical Dimension in Mathematics Education consists of 24 papers (coming from 13 countries worldwide). The volume aims to constitute an all-embracing outcome of recent activities within the HPM Group (International Study Group on the Relations Between History and Pedagogy of Mathematics). We believe these articles will move the field forward and provide faculty with many new ideas for incorporating the history of mathematics into their teaching at various levels of education. The book is organized into four parts. The first deals with theoretical ideas for integrating the history of mathematics into mathematics education. The second part contains research studies on the use of the history of mathematics in the teaching of numerous mathematics topics at several levels of education. The third part concentrates on how history can be used with prospective and current teachers of mathematics. We also include a special fourth part containing three purely historical papers based on invited talks at the HPM meeting of 2008. Two of these articles provide an overview of the development of mathematics in the Americas, while the third is a study of the astronomical origins of trigonometry.

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