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The role of concrete materials in Emma Castelnuovo's view of mathematics teaching
No full textEmma Castelnuovo (1913-2014) was an Italian mathematics teacher of grades 6 to 8 in secondary school. During the crucial period of the 1950s and 1960s, when important reforms were proposed, she was involved in significant events such as the first CIEAEM meetings and the Royaumont Seminar. She was an active contributor to the development of international cooperation in mathematics education and was one of the first authors in the journal Educational Studies in Mathematics. Thanks to pioneers such as Emma, the figure of teacher-researcher took shape and the milieu of mathematics education was forever changed. The main aim of Emma's work as an innovative teacher was to actively involve learners. In outlining Emma's action as a mathematics educator, we will pay particular attention to the use of concrete materials as this was a favorite means by which she pursued her aims. © 2014 Springer Science+Business Media Dordrecht
From Mathematics and Education, to Mathematics Education
No full textThis chapter takes a historical view of the development of mathematics education, from its initial status as a business mostly managed by mathematicians to the birth of mathematics education as a scientific field of research. The role of mathematical communication is analyzed through the growth of journals and research conferences. Actions of internationalization and cooperation in facing instructional and educational problems are illustrated with reference to the journal L’Enseignement Mathématique and to ICMI. Curricular and methodological reforms in the 20th century which generated changes in school mathematics are considered. Starting from the acknowledgement that research in mathematics education demands more than the traditional focus on discussing curricular options at distinct grade levels, we identified several specialized clusters, debating specific issues related to mathematics education at an international level. We grouped the clusters into three main areas: relationships with psychology, the study of social, cultural and political dimensions, and the relevance of a theory for mathematics education
HUMANITIES AND SCIENCES ON MACH’S IDEAS FOR A HIGHER EDUCATION
No full textMach’s position on humanities/sciences dichotomy regarding young people’s education is illustrated, stressing his ideas regarding the importance of mathematics teaching.
According to the famous Austrian physicist and philosopher Ernst Mach (the centenary of whose death falls in 2016), studying science – in particular mathematics – proves to be fundamental in helping man to observe and understand the world around him and thus to act in an “economic” way; with this viewpoint, scientific education should be strongly pursued. There are in fact illuminating examples of application of Mach’s ideas in mathematics education of his time
FURINGHETTI (Fulvia) et GIACARDI (Livia) (dir.), The International Commission on Mathematical Instruction, 1908-2008: People, Events, and Challenges in Mathematics Education
Full text linkComment les disciplines scolaires deviennent-elles un objet de recherche, d’échange et de coopération internationale ? Qui sont les acteurs de ce processus, comment se mobilisent-ils et interagissent-ils ? L’ouvrage publié en 2022 par Fulvia Furinghetti et Livia Giacardi constitue une contribution nouvelle et intéressante à cette discussion. Située dans le champ de l’histoire de l’enseignement des mathématiques, cette publication intéresse tous ceux qui cherchent à comprendre les articulatio..
Panel "On the role of the history of mathematics in mathematics education". Panel Coordinator F. Furinghetti
No full textIn the recent years important works on the relationship between history and mathematics education have appeared. Some of them, such as the proceedings of the European Summer Universities in History and Pedagogy in Mathematics education, the HPM satellite meetings of ICMI Conferences, the French publications of IREM, are evidence of rather regular activities in the field. The re-born newsletter of HPM (International Study Group on the Relations between History and Pedagogy of Mathematics) is becoming (we hope) a forum where piece of information and ideas are shared.
These materials and the experiments carried out all over the world make it possible to go further in the discussion about the role of the history of mathematics in mathematics teaching. In the recent discussions a word is appearing frequently: integration [of history in mathematics teaching]. What behind this word? The main idea is that of using history as a mediator to pursue the objectives of mathematics education. This means to develop an analysis of these objectives together with the study of the development of concepts in history. This work has to be carried out by educators and historians in a collaborative way. In the present paper we show how the preceding ideas may be applied in introducing a concept of infinitesimal analysis
History of mathematics, mathematics education, school practice: case studies in linking different domains
No full textRiforme internazionali e innovazioni nazionali: Luigi Campedelli quarto presidente della CIIM dal 1964 al 1972
No full textThis paper deals with two aspects of Luigi Campedelli’s activity in the mathematical community at the end of the second world war. As a mathematician interested in didactic themes and as a President of the CIIM (Italian commission for the teaching of mathematics) he dealt with the problem of refreshing Italian mathematics teaching in the light of the international debate on mathematical instruction, with particular reference to the New Math/Mathématiques Modernes. As a profound expert in the theory of surfaces he carried out the project of constructing geometric models
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