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History of Mathematics - for young History of Mathematics - for young mathematiciansmathematicians
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Initial impetusInitial impetus
• The prevailing modern view of mathematical ability one which entails creativity and transcends the more limited concept of technical ability
• little widely available material to introduce the secondary school age children to the world of ‘creative’ mathematics
• main aim to inspire young mathematicians • help them gain an insight into the various techniques of
research, analysis and synthesis of mathematical thought
• majority of the current resources university and post-graduate level students
• some resources can be used by teachers but very few by children
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General thoughts - secondary General thoughts - secondary school…school…
• increase pupils’ motivation in learning mathematics through ‘story-telling’
• improve pupils’ understanding of the subject through contextual learning;
• enable pupils to gain skills in structuring their knowledge and linking different mathematical concepts through their increased knowledge of the development of mathematical concepts
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General thoughts on the KS3 & General thoughts on the KS3 & the History of Mathsthe History of Maths
• importance of ‘story-telling’ in creating a safe and familiar environment
• dispel fear of both mathematics and the secondary school
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Findings of research with Findings of research with secondary pupils showed that…secondary pupils showed that…
• pupils seemed to remember the mathematical skill and its application better when they learnt about the context in which the skills were first used
• the acquisition of mathematical skills became more meaningful when they knew the historical background
• the pupils started making links between mathematical concepts, the historical developments and personalities they learnt about
• they were able to identify with the role models and gained greater motivation for the learning of the subject.
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Some feedback from primary Some feedback from primary pupils…pupils…
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Some identified goalsSome identified goals• an international dimension to mathematics through
teaching and learning about its history• an understanding of and comparison with different cultural
approaches • an interdisciplinary approach, in particular in relation to
visual and literary arts• to demonstrate mathematics as one of the most creative
human activities• the study of ‘old masters’ (offering a safe environment for
self-discovery and self-identification in the context of the history of mathematics)
• nurturing intellectual fascination with mathematical concepts
• an understanding of progress in mathematical sciences • the promotion of mathematics as one of the most
fascinating of human pursuits, • and part of the cultural heritage of all societies.
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Example: The Egyptian Example: The Egyptian MedleyMedley - - Perimeter, Area, Volume and Perimeter, Area, Volume and
Pythagoras’ Theorem Pythagoras’ Theorem in 3din 3d
• familiarity with a range of concepts• taking possession of them• striving to understand when learning
increased when striving to explain the concepts to others
• organising the activity for the next generation– most useful and successful when there is a
practical task attached to the problem– logistical questions provide more opportunities for
taking ownership and pride in understanding a mathematical concept
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What pupils gain?What pupils gain?• Pupils’ fears of mathematics dispelled and they want to
learn more
• Pupils become more engaged and motivated as they take charge of their learning through research and activities
• They should take greater responsibility to find things out and encourage each other to be more independent
• Tasks given in groups will enable them to become better team players
What pupils like with the history of maths is not necessarily what you would:
• Pupils favourite pages – excesses• Many thousands of decimal places of irrational numbers• Gory details from the history of mathematics