Abstract / Synopsis
Many students experience mathematics as ahistorical and acultural. We review the philosophical roots of this experience and pose alternatives. We argue that there is evidence that the inclusion of a historical dimension into the teaching of mathematics courses at all levels, combined with an ‘active’ approach to learning, will improve motivation and achievement.
DOI
10.5642/jhummath.201201.08
Rights Information
© Louise Anderton and David Wright
Recommended Citation
Louise Anderton & David Wright, "We Could All Be Having So Much More Fun! A Case For The History Of Mathematics In Education.," Journal of Humanistic Mathematics, Volume 2 Issue 1 (January 2012), pages 88-103. DOI: 10.5642/jhummath.201201.08. Available at: https://scholarship.claremont.edu/jhm/vol2/iss1/8
Terms of Use & License Information
This work is licensed under a Creative Commons Attribution 3.0 License.
Included in
Higher Education and Teaching Commons, Junior High, Intermediate, Middle School Education and Teaching Commons, Science and Mathematics Education Commons, Social and Philosophical Foundations of Education Commons
