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.
Anderton, Louise and Wright, David
"We Could All Be Having So Much More Fun! A Case For The History Of Mathematics In Education.,"
Journal of Humanistic Mathematics:
1, Article 8.
Available at: http://scholarship.claremont.edu/jhm/vol2/iss1/8
This work is licensed under a Creative Commons Attribution 3.0 License.
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