• Corpus ID: 58944424

History and Mathematics Education: A look around the World with Particular Reference to Italy

  title={History and Mathematics Education: A look around the World with Particular Reference to Italy},
  author={Fulvia Furinghetti},
: Having served for four years (2000-2004) as a chairperson of the Study Group HPM (The International Study Group on the Relations between the History and Pedagogy of Mathematics) affiliated to ICMI, I have collected a good amount of information on the role of the history of mathematics in mathematics education. As a general view I may single out two main streams in the interpretation of this role: (A) History for reflecting on the nature of mathematics as a socio-cultural process, (B) History… 

Figures from this paper

Rethinking history and epistemology in mathematics education*

  • F. Furinghetti
  • Sociology
    International Journal of Mathematical Education in Science and Technology
  • 2019
For a long time, mathematics educators have shown interest in the use of history of mathematics in mathematics teaching. This article discusses some interesting reasons put forwards by the supporters

New Avenues for History in Mathematics Education: Mathematical Competencies and Anchoring

The paper addresses the apparent lack of impact of ‘history in mathematics education’ in mathematics education research in general, and proposes new avenues for research. We identify two general

History of mathematics and teaching mathematics

The main goal of this paper is to investigate the teachers' beliefs and attitudes about possibilities of using history of mathematics in their practice and suggest possible ways of how to include and use the history of Mathematics in mathematics classrooms.

A Voyage of Mathematical and Cultural Awareness for Students of Upper Secondary School

Many papers have emphasized the need for and importance of particular examples and the underlying rationale for introducing a historical dimension in mathematics education. This article presents the

Beyond motivation: history as a method for learning meta-discursive rules in mathematics

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


Probability and random variables turn out to be an obstacle in the teaching-learning process, partly due to the conceptual difficulties inherent in the topic. To help students get over this drawback,

Introduction: Integrating History and Epistemology of Mathematics in Mathematics Education

This chapter serves as an introduction to the seventeen chapters of this collective volume, by providing an outline of the key points that form the core and main concern of the approaches adopted

Conceptions for relating the evolution of mathematical concepts to mathematics learning—epistemology, history, and semiotics interacting

There is an over-arching consensus that the use of the history of mathematics should decidedly improve the quality of mathematics teaching. Mathematicians and mathematics educators show here a rare

Exploiting the potential of primary historical sources in primary school: a focus on teacher’s actions

  • Andrea Maffia
  • Education
    International Journal of Mathematical Education in Science and Technology
  • 2018
ABSTRACT Integrating history of mathematics in classes could be a hard task with young pupils. Indeed, original historical sources have a language that is far from the modern one. Such texts

A categorization of the “whys” and “hows” of using history in mathematics education

This is a theoretical article proposing a way of organizing and structuring the discussion of why and how to use the history of mathematics in the teaching and learning of mathematics, as well as the



History of Mathematics, Mathematics Education, School Practice: Case Studies in Linking Different Domains

In this paper we consider how the domains of mathematics education and history of mathematics may interact in the process of mathematics teaching. We try to tackle the problem by focussing on the

Can Mathematics Education and History of Mathematics Coexist?

Despite the wide interest in combining mathematics education and the history of mathematics, there are grave and fundamental problems in this effort. The main difficulty is that while one wants to

`A historical angle’, a survey of recent literature on the use and value of history in geometrical education

In this article we give a survey of recent literature on the use and value of the history of geometry in mathematics education. It turns out that many authors have contributed to the debate why we

Cognition and artifacts: A contribution to the study of though in relation to instrumented activity

This paper addresses from a theoretical point of view a once much debated issue which is brought back to the fore in psychology as a result of a growing attention to the effects of technology and of

The Advisability of Including Some Instruction in the School Course on the History of Mathematics

I HAVE, during the last two years, in addition to my ordinary routine mork of preparing candidates for examinations, been giving a series of lectures to the Students of the Training Department of

Making room for mathematicians in the philosophy of mathematics

ConclusionWe began this essay with the concept of mathematician and the realization that a concept of mathematician could be idealized in various ways. We drew an elementary distinction between

Integrating history of mathematics in the classroom: an analytic survey

An analytical survey of how history of mathematics has been and can be integrated into the mathematics classroom provides a range of models for teachers and mathematics educators to use or adapt.

Embodied cognition as grounding for situatedness and context in mathematics education

In this paper we analyze, from the perspective of 'Embodied Cognition', why learning and cognition are situated and context-dependent. We argue that the nature of situated learning and cognition

Relationships between embodied objects and symbolic procepts: an explanatory theory of success and failure in mathematics

In this paper we propose a theory of cognitive construction in mathematics that gives a unified explanation of the power and difficulty of cognitive development in a wide range of contexts. It is

Three Worlds and the Imaginary Sphere.

Gray and Tall (2001) recently suggested that mathematics can be split up into ‘three worlds’: the embodied, the proceptual and the axiomatic. They claim that objects from each of these worlds are