TY - CHAP
T1 - Facilitating source-centered history of mathematics
T2 - Developing Materials for Danish Upper Secondary Mathematics Education
AU - Danielsen, Kristian
AU - Gertz, Emilie
AU - Sørensen, Henrik Kragh
PY - 2018
Y1 - 2018
N2 - We present and discuss initiatives to develop source-centered teaching materials in history of mathematics for upper secondary education, aiming at meeting the objective of the Danish curriculum to make history of mathematics relevant. To this end we present the design template for such multi-purpose materials we developed, which allows devising materials neither too superficial nor too specialized, and we address the constraints on and affordances of historical sources in adapting to teaching objectives. It includes differentiation and scalability for using historical sources, and provides opportunity for interdisciplinary teaching, another requirement for Danish upper secondary education. We also report on (i) the recent application of our design approach to develop such source-centered materials in collaboration with small groups of dedicated teachers, and (ii) students’ positive response to the inquiry-driven teaching based on this material.
AB - We present and discuss initiatives to develop source-centered teaching materials in history of mathematics for upper secondary education, aiming at meeting the objective of the Danish curriculum to make history of mathematics relevant. To this end we present the design template for such multi-purpose materials we developed, which allows devising materials neither too superficial nor too specialized, and we address the constraints on and affordances of historical sources in adapting to teaching objectives. It includes differentiation and scalability for using historical sources, and provides opportunity for interdisciplinary teaching, another requirement for Danish upper secondary education. We also report on (i) the recent application of our design approach to develop such source-centered materials in collaboration with small groups of dedicated teachers, and (ii) students’ positive response to the inquiry-driven teaching based on this material.
UR - https://link.springer.com/chapter/10.1007/978-3-319-73924-3_5
U2 - 10.1007/978-3-319-73924-3_5
DO - 10.1007/978-3-319-73924-3_5
M3 - Book chapter
SN - 978-3-319-73923-6
T3 - ICME-13 Monographs
SP - 85
EP - 100
BT - Mathematics, Education and History
A2 - Clark, Kathleen M.
A2 - Kjeldesen, Tinne Hoff
A2 - Schorcht, Sebastian
A2 - Tzanakis, Constantinos
PB - Springer
ER -