DIDACTICS AND HISTORY OF MATHEMATICS: KNOWLEDGE AND SELF-KNOWLEDGE

The basic assumption of this paper is that mathematics and history of mathematics are both forms of knowledge and, therefore, represent different ways of knowing. This was also the basic assumption of Fried (2001) who maintained that these ways of knowing imply different conceptual and methodologica...

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Bibliographic Details
Published inEducational studies in mathematics Vol. 66; no. 2; pp. 203 - 223
Main Author FRIED, MICHAEL N.
Format Journal Article
LanguageEnglish
Published Springer 01.10.2007
Subjects
Analysis
Concept Formation
Conic sections
Educational Philosophy
Educational Theories
Epistemology
Evaluation
Generalization
History
History instruction
Inquiry
Intellectual History
Knowledge
Knowledge, Theory of
Mathematics
Mathematics curricula
Mathematics Education
Mathematics teachers
Parabolas
Science Education History
Self Concept
Self knowledge
Israel
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Summary:The basic assumption of this paper is that mathematics and history of mathematics are both forms of knowledge and, therefore, represent different ways of knowing. This was also the basic assumption of Fried (2001) who maintained that these ways of knowing imply different conceptual and methodological commitments, which, in turn, lead to a conflict between the commitments of mathematics education and history of mathematics. But that conclusion was far too peremptory. The present paper, by contrast, takes the position, relying in part on Saussurean semiotics, that the historian's and working mathematician's ways of knowing are complementary. Recognizing this fact, it is argued, brings us to a deeper understanding of ourselves as creatures that do mathematics. This understanding, which is a kind of mathematical self-knowledge, is then proposed as an alternative commitment for mathematics education. In light of that commitment, history of mathematics assumes an essential role in mathematics education both as a subject and as a mediator between the aforementioned ways of knowing.
ISSN:0013-1954
1573-0816
DOI:10.1007/s10649-006-9025-5