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.
© Louise Anderton and David Wright
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
This work is licensed under a Creative Commons Attribution 3.0 License.
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