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.



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© Louise Anderton and David Wright

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Creative Commons Attribution 3.0 License
This work is licensed under a Creative Commons Attribution 3.0 License.