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008 171027s2018 gw |||| o |||| 0|eng
010 _a 2019747300
020 _a9783319571508
024 7 _a10.1007/978-3-319-57150-8
_2doi
035 _a(DE-He213)978-3-319-57150-8
040 _aDLC
_beng
_epn
_erda
_cDLC
072 7 _aEDU029010
_2bisacsh
072 7 _aJNU
_2bicssc
072 7 _aJNU
_2thema
072 7 _aPB
_2thema
082 0 4 _a370
_223
245 1 0 _aLet History into the Mathematics Classroom /
_cby Évelyne Barbin, Jean-Paul Guichard, Marc Moyon, Patrick Guyot, Catherine Morice-Singh, Frédéric Métin, Martine Bühler, Dominique Tournès, Renaud Chorlay, Gérard Hamon.
250 _a1st ed. 2018.
264 1 _aCham :
_bSpringer International Publishing :
_bImprint: Springer,
_c2018.
300 _a1 online resource (XXIV, 146 pages 61 illustrations, 16 illustrations in color.)
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
490 1 _aHistory of Mathematics Education,
_x2509-9736
505 0 _aAngles in Secondary School: Surveying and Navigation -- Dividing a Triangle in the Middle Ages: An Example From the Latin Works on Practical Geometry -- A Square in a Triangle -- Indian Calculation: The Rule of Three--Quite a Story -- The Arithmetic of Juan de Ortega: Equations without Algebra -- The Congruence Machine of the Carissan Brothers -- A Graphical Approach to Euler's Method -- Calculating with Hyperbolas and Parabolas -- When Leibniz Plays Dice -- The Probability of Causes According to Condorcet.
520 _aThis book brings together 10 experiments which introduce historical perspectives into mathematics classrooms for 11 to 18-year-olds. The authors suggest that students should not only read ancient texts, but also should construct, draw and manipulate. The different chapters refer to ancient Greek, Indian, Chinese and Arabic mathematics as well as to contemporary mathematics. Students are introduced to well-known mathematicians-such as Gottfried Leibniz and Leonard Euler-as well as to less famous practitioners and engineers. Always, there is the attempt to associate the experiments with their scientific and cultural contexts. One of the main values of history is to show that the notions and concepts we teach were invented to solve problems. The different chapters of this collection all have, as their starting points, historic problems-mathematical or not. These are problems of exchanging and sharing, of dividing figures and volumes as well as engineers' problems, calculations, equations and congruence. The mathematical reasoning which accompanies these actions is illustrated by the use of drawings, folding, graphical constructions and the production of machines.
588 _aDescription based on publisher-supplied MARC data.
650 0 _aInstruction.
650 0 _aLearning.
650 0 _aMathematics-Study and teaching.
650 1 4 _aMathematics Education.
_0https://scigraph.springernature.com/ontologies/product-market-codes/O25000
650 2 4 _aLearning & Instruction.
_0https://scigraph.springernature.com/ontologies/product-market-codes/O22000
700 1 _aBühler, Martine.
_eauthor.
700 1 _aChorlay, Renaud.
_eauthor.
700 1 _aGuichard, Jean-Paul.
_eauthor.
700 1 _aGuyot, Patrick.
_eauthor.
700 1 _aHamon, Gérard.
_eauthor.
700 1 _aMétin, Frédéric.
_eauthor.
700 1 _aMorice-Singh, Catherine.
_eauthor.
700 1 _aMoyon, Marc.
_eauthor.
700 1 _aTournès, Dominique.
_eauthor.
776 0 8 _iPrint version:
_tLet history into the mathematics classroom.
_z9783319571492
_w(DLC) 2017955080
776 0 8 _iPrinted edition:
_z9783319571492
776 0 8 _iPrinted edition:
_z9783319571515
776 0 8 _iPrinted edition:
_z9783319860886
830 0 _aHistory of Mathematics Education,
_x2509-9736
906 _a0
_bibc
_corigres
_du
_encip
_f20
_gy-gencatlg
942 _2ddc
_cBK
999 _c37490
_d37490