Mostrar mensagens com a etiqueta História do Ensino. Mostrar todas as mensagens
Mostrar mensagens com a etiqueta História do Ensino. Mostrar todas as mensagens

quarta-feira, 30 de abril de 2014

Heavenly mathematics : the forgotten art of spherical trigonometry

Glen Van Brummelen

Princeton University Press |  2012 | 215 páginas | rar - pdf | 4 Mb

link (password: matav)

epub - 6,7 Mb - link
djvu - 2,8 Mb - link


Spherical trigonometry was at the heart of astronomy and ocean-going navigation for two millennia. The discipline was a mainstay of mathematics education for centuries, and it was a standard subject in high schools until the 1950s. Today, however, it is rarely taught. Heavenly Mathematics traces the rich history of this forgotten art, revealing how the cultures of classical Greece, medieval Islam, and the modern West used spherical trigonometry to chart the heavens and the Earth. Glen Van Brummelen explores this exquisite branch of mathematics and its role in ancient astronomy, geography, and cartography; Islamic religious rituals; celestial navigation; polyhedra; stereographic projection; and more. He conveys the sheer beauty of spherical trigonometry, providing readers with a new appreciation for its elegant proofs and often surprising conclusions.
Heavenly Mathematics is illustrated throughout with stunning historical images and informative drawings and diagrams that have been used to teach the subject in the past. This unique compendium also features easy-to-use appendixes as well as exercises at the end of each chapter that originally appeared in textbooks from the eighteenth to the early twentieth centuries.
Contents
Preface vii

1 Heavenly Mathematics 1
2 Exploring the Sphere 23
3 The Ancient Approach 42
4 The Medieval Approach 59
5 The Modern Approach: Right- Angled Triangles 73
6 The Modern Approach: Oblique Triangles 94
7 Areas, Angles, and Polyhedra 110
8 Stereographic Projection 129
9 Navigating by the Stars 151
Appendix A. Ptolemy’s Determination of the Sun’s Position 173
Appendix B. Textbooks 179
Appendix C. Further Reading 182
Index 189

sexta-feira, 4 de abril de 2014

Rewriting the History of School Mathematics in North America 1607-1861: The Central Role of Cyphering Books


Nerida Ellerton e M.A. (Ken) Clements

Springer | 2012 | páginas | pdf | 5,5 Mb

link
link1

The focus of this book is the fundamental influence of the cyphering tradition on mathematics education in North American colleges, schools, and apprenticeship training classes between 1607 and 1861. It is the first book on the history of North American mathematics education to be written from that perspective. The principal data source is a set of 207 handwritten cyphering books that have never previously been subjected to careful historical analysis.

Contents
The Historical Challenge
Development of a Tradition
Translating the Cyphering-Book Tradition to North America
Formulating the Research Questions
The Principal Data Set
Ending a 600-Year Tradition: The Demise of the Cyphering.
Contents
The Historical Challenge
Development of a Tradition
Translating the Cyphering-Book Tradition to North America
Formulating the Research Questions
The Principal Data Set
Ending a 600-Year Tradition: The Demise of the Cyphering.

sexta-feira, 14 de fevereiro de 2014

Handbook on the History of Mathematics Education


Alexander Karp e Gert Schubring

Springer | 2014 | 627 páginas | rar - pdf | 4,9 Mb


link (password: matav)


This is the first comprehensive International Handbook on the History of Mathematics Education, covering a wide spectrum of epochs and civilizations, countries and cultures. Until now, much of the research into the rich and varied history of mathematics education has remained inaccessible to the vast majority of scholars, not least because it has been written in the language, and for readers, of an individual country. And yet a historical overview, however brief, has become an indispensable element of nearly every dissertation and scholarly article. This handbook provides, for the first time, a comprehensive and systematic aid for researchers around the world in finding the information they need about historical developments in mathematics education, not only in their own countries, but globally as well.
Although written primarily for mathematics educators, this handbook will also be of interest to researchers of the history of education in general, as well as specialists in cultural and even social history.

Contents
Part I History and Methodology of the Field
1 On Historiography of Teaching and Learning Mathematics .... 3
Gert Schubring
2 The History of Mathematics Education: Developing a Research Methodology ... 9
Alexander Karp
Part II Mathematics Education in Different Epochs and in Different Regions: Antiquity and the Middle Ages
3 Mathematics Education in Antiquity .... 27
Alain Bernard, Christine Proust, and Micah Ross
4 Mathematics Education in Oriental Antiquity and Middle Ages .... 55
Agathe Keller and Alexei Volkov
5 Teaching the Mathematical Sciences in Islamic Societies Eighth–Seventeenth Centuries .... 85
Sonja Brentjes
6 Mathematics Education in the European Middle Ages .... 109
Jens Høyrup
Part III Mathematics Education in Different Epochs and in Different Regions: Premodern Period
Introduction .... 125
7 Mathematics Education in Europe in the Premodern Times .. 129
Alexander Karp and Gert Schubring
8 History of Mathematics Education in East Asia in Premodern Times... 153
Andrea Bréard and Annick Horiuchi
9 Mathematics Education in America in the Premodern Period.. 175
Ubiratan D’Ambrosio, Joseph W. Dauben, and Karen Hunger Parshall
Part IV Mathematics Education in Different Epochs and in Different Regions: Modern Period
Introduction ... 197
10 Secondary School Mathematics Teaching from the Early Nineteenth Century to the Mid-Twentieth Century in Italy ... 201
Livia Giacardi and Roberto Scoth
11 Mathematics Education in France: 1800–1980 
Hélène Gispert
12 Mathematics Education in Germany (Modern Times).. 241
Gert Schubring
13 Mathematics Education in the United Kingdom.....257
Geoffrey Howson and Leo Rogers
14 Mathematics Education in Spain and Portugal ... 283
Elena Ausejo and José Manuel Matos
15 Mathematics Education in Russia .... 303
Alexander Karp
16 Mathematics Education in the United States and Canada... 323
Jeremy Kilpatrick
17 Mathematics Education in Latin America .... 335
João Bosco Pitombeira de Carvalho
18 Mathematics Education in Modern Asia.... 361
Joseph W. Dauben, Lee Peng Yee, Dhruv Raina, and Yibao Xu
19 Mathematics Education in Africa ... 391
Alexander Karp, Charles Opolot-Okurut, and Gert Schubring
20 Mathematics Education in Islamic Countries in the Modern Time:Case Study of Tunisia .. 405
Mahdi Abdeljaouad
Part V History of Teaching Mathematical Subjects in School
21 History of Teaching Arithmetic ... 431
Kristín Bjarnadóttir
22 Notes for a History of the Teaching of Algebra .... 459
João Pedro da Ponte and Henrique Manuel Guimarães
23 History of Teaching Geometry .. 473
Evelyne Barbin and Marta Menghini
24 History of Teaching Calculus ... 493
Luciana Zuccheri and Verena Zudini
25 History of Teaching Vocational Mathematics .... 515
Rudolf Sträßer
26 Mathematics Teaching Practices ... 525
Amy Ackerberg-Hastings
Part VI Issues and Processes Across Borders
27 History of International Cooperation in Mathematics Education ... 543
Fulvia Furinghetti
28 History of Tools and Technologies in Mathematics Education .. 565
David Lindsay Roberts
29 History of Mathematics Teacher Education .... 579
Harm Jan Smid
About the Authors .. 597
Name Index ..... 605
Subject Index .625

sexta-feira, 21 de setembro de 2012

Crossroads in the History of Mathematics and Mathematics Education



The Montana Mathematics Enthusiast Monographs in Mathematics Education Monograph 12,


Bharath SriramanThe University of Montana 

 Information Age Publishing | 2012 | 380 páginas | RAR - PDF | 20,7 Mb

link
password: matav

The interaction of the history of mathematics and mathematics education has long been construed as an esoteric area of inquiry. Much of the research done in this realm has been under the auspices of the history and pedagogy of mathematics group. However there is little systematization or consolidation of the existing literature aimed at undergraduate mathematics education, particularly in the teaching and learning of the history of mathematics and other undergraduate topics. In this monograph, the chapters cover topics such as the development of Calculus through the actuarial sciences and map making, logarithms, the people and practices behind real world mathematics, and fruitful ways in which the history of mathematics informs mathematics education. The book is meant to serve as a source of enrichment for undergraduate mathematics majors and for mathematics education courses aimed at teachers.


(links para as versões drafts)
Contents
Preface
Bharath Sriraman ix
Topics in History and Didactics of Calculus and Analysis
1. A note on the institutionalization of mathematical knowledge or “What was and is the Fundamental Theorem of Calculus, really”?
Eva Jablonka and Anna Klisinska (Sweden) 3
2. Transitioning students to calculus: Using history as a guide
Nicolas Haverhals & Matt Roscoe (USA) 41
3. The tension between intuitive infinitesimals and formal mathematical analysis
Mikhail Katz (Israel) & David Tall (UK) 71
4. The didactical nature of some lesser known historical examples in mathematics
Kajsa Bråting (Sweden) Nicholas Kallem & Bharath Sriraman (USA) 91
5. The Brachistochrone Problem: Mathematics for a Broad Audience via a Large Context Problem
Jeff Babb & James Currie (Canada) 115
6. Chopping Logs: A Look at the History and Uses of Logarithms
Rafael Villarreal-Calderon (USA) 131
7. The history of mathematics as a pedagogical tool: Teaching the integral of the secant via Mercator’s projection
Nicolas Haverhals & Matt Roscoe (USA) 139
Topics in the History and Didactics of Geometry and Number
8. Euclid’s Book on the Regular Solids: Its Place in the Elements and Its Educational Value
Michael N. Fried (Israel) 173
9. Book X of The Elements: Ordering Irrationals
Jade Roskam (USA) 197
10. The Origins of the Genus Concept in Binary Quadratic Forms
Mark Beintema & Azar Khosravani (USA) 215
11. Where are the Plans: A socio-critical and architectural survey of early Egyptian Mathematics
Gabriel Johnson, Bharath Sriraman, Rachel Saltzstein (USA) 229
History of Mathematics in Mathematics Education
12. Classifying the arguments and methodological schemes for integrating history in mathematics education
Constantinos Tzanakis & Yannis Thomaidis (Greece) 247
13. A first attempt to identify and classify empirical studies on history in mathematics education
Uffe Thomas Jankvist (Denmark) 295
14. Reflections on and benefits of uses of history in mathematics education exemplified by two types of student work in upper secondary school
Tinne Hoff Kjeldsen (Denmark) 333
15. Adversarial and friendly interactions: Progress in 17th century mathematics
Shirley B. Gray & Libby Knott (USA) 357



segunda-feira, 23 de julho de 2012

Pangeometry


Nikolai I. Lobachevsky, Athanase Papadopoulos

(Heritage of European Mathematics)

European Mathematical Society | 2010 | 332 páginas | PDF | 12,5 Mb


Lobachevsky wrote his Pangeometry in 1855, the year before his death. This memoir is a résumé of his work on non-Euclidean geometry and its applications, and it can be considered as his clearest account on the subject. It is also the conclusion of his lifework, and the last attempt he made to acquire recognition. The treatise contains basic ideas of hyperbolic geometry, including the trigonometric formulae, the techniques of computation of arc length, of area and of volume, with concrete examples. It also deals with the applications of hyperbolic geometry to the computation of new definite integrals. The techniques are different from those found in most modern books on hyperbolic geometry since they do not use models.

Besides its historical importance, Lobachevsky’s Pangeometry is a beautiful work, written in a simple and condensed style. The material that it contains is still very alive, and reading this book will be most useful for researchers and for students in geometry and in the history of science. It can be used as a textbook, as a source book and as a repository of inspiration.

The present edition provides the first complete English translation of thePangeometry that appears in print. It contains facsimiles of both the Russian and the French original versions. The translation is accompanied by notes, followed by a biography of Lobachevky and an extensive commentary.

Contents
On the present edition xi
I. Pangeometry 1
English translation 3
French original from 1856 79
Russian original from 1855 145
II. Lobachevsky’s biography 203
Preface to Lobachevsky’s 1886 biography 205
Lobachevsky’s biography (1886) 217
III. A commentary on Lobachevsky’s Pangeometry 227
Introduction 229
1. On the content of Lobachevsky’s Pangeometry 235
2. On hyperbolic geometry and its reception 260
3. On models, and on model-free hyperbolic geometry 280
4. A short list of references 285
5. Some milestones for Lobachevsky’s works on geometry 290
Bibliography 299

Review in Zentralblatt MATH 1208.51013

terça-feira, 17 de julho de 2012

Russian Mathematics Education History and World Significance

Bruce R. Vogeli,  Alexander Karp

World Scientific Publishing Company | 2010 | 400 páginas | PDF | 2 Mb

Introduction (37 KB)  (link direto)

This anthology, consisting of two volumes, is intended to equip background researchers, practitioners and students of international mathematics education with intimate knowledge of mathematics education in Russia.

Volume I, entitled Russian Mathematics Education: History and World Significance, consists of several chapters written by distinguished authorities from Russia, the United States and other nations. It examines the history of mathematics education in Russia and its relevance to mathematics education throughout the world. The second volume, entitled Russian Mathematics Education: Programs and Practices will examine specific Russian programs in mathematics, their impact and methodological innovations. Although Russian mathematics education is highly respected for its achievements and was once very influential internationally, it has never been explored in depth. This publication does just that.

Contents:
  • Mathematics Education in Russian Before the 1917 Revolution (T Polyakova)
  • Reforms and Counter-Reforms: Schools Between 1917 and the 1950s (A Karp)
  • Toward a History of Mathematics Education Reform in Soviet Schools (1960s–1980s) (A Abramov)
  • Challenges and Issues in Post-Soviet Mathematics Education (M Bashmakov)
  • Mathematicians and Mathematics Education: A Tradition of Involvement (A Sossinsky)
  • Russian Traditions in Mathematics Education and Russian Mathematical Contests (M Saul & D Fomin)
  • The Relevance of Russian Elementary Mathematics Education (J Schmittau)
  • The Preparation of Mathematics Teachers in Russia: Past and Present (N Stefanova)
  • Russian Influence on Mathematics Education in the Socialist Countries:
    • The Traditions and Development of Mathematics Education. Case of Poland (A Pardata)
    • Case of Hungary (K Fried)
    • Case of Cuba (O B Alonso)
  • Influences of Soviet Research in Mathematics Education (J Kilpatrick)

terça-feira, 22 de maio de 2012

A Cultural-Historical Perspective on Mathematics Teaching and Learning

Wolff-Michael Roth

Sense Publishers | 2011 | PDF | 196 páginas | 2,2 Mb

link
uploading.com

Eighty years ago, L. S. Vygotsky complained that psychology was misled in studying thought independent of emotion. This situation has not significantly changed, as most learning scientists continue to study cognition independent of emotion. In this book, the authors use cultural-historical activity theory as a perspective to investigate cognition, emotion, learning, and teaching in mathematics. Drawing on data from a longitudinal research program about the teaching and learning of algebra in elementary schools, Roth and Radford show (a) how emotions are reproduced and transformed in and through activity and (b) that in assessments of students about their progress in the activity, cognitive and emotional dimensions cannot be separated. Three features are salient in the analyses: (a) the irreducible connection between emotion and cognition mediates teacher-student interactions; (b) the zone of proximal development is itself a historical and cultural emergent product of joint teacher-students activity; and (c) as an outcome of joint activity, the object/motive of activity emerges as the real outcome of the learning activity. The authors use these results to propose (a) a different conceptualization of the zone of proximal development, (b) activity theory as an alternative to learning as individual/social construction, and (c) a way of understanding the material/ideal nature of objects in activity. Wolff-Michael Roth is Lansdowne Professor at the University of Victoria, Canada. He researches scientific and mathematical cognition along the life span from cultural-historical and phenomenological perspectives. He has conducted research in science and mathematics classrooms as well as having realized multi-year ethnographic studies of science and mathematics in workplaces and scientific research. Luis Radford is full professor at Laurentian University in Canada. His research interests include the investigation of mathematics thinking and knowing from a cultural-semiotic embodied perspective and the historical and cultural roots of cognition. For many years he has been conducting classroom research with primary and high-school teachers about the teaching and learning of mathematics.

Contents
Preface vii
1 Toward a Science of the Subject 1
2 Reproduction and Transformation of Affect in Activity 29
3 Learning as Objectification 47
4 Developmental Possibilities in/from Activity 69
5 Re/Theorizing the Zone of Proximal Development 91
6 The Dual Nature of the Object/Motive 111
7 From Subjectification to Personality 127
8 A Cultural-Historical Science of Learning 141
Appendix 157
References 175

Index 181

domingo, 26 de fevereiro de 2012

One hundred years of L'Enseignement Mathematique



One hundred years of L'Enseignement Mathematique: moments of mathematics education in the twentieth century ; proceedings of the EM-ICMI Symposium, Geneva, 20-22 October 2000


Daniel F. Coray , Université de Genève , International Commission on Mathematical Instruction

2000 | 336 páginas

unige.ch (link direto)

It was in 1899 that Henri Fehr (Geneva) and Charles-Ange Laisant (Paris) founded the international journal L'Enseignement Mathématique. The form that the celebratory symposium took was a historical survey of developments in mathematics education at key periods in the 20th century followed by a short discussion of the manner in which mathematics education might meet the demands of societies today and in the near future.

The symposium demonstrated how over the century the emphasis shifted from discussions of the mathematics to be taught to an élite, to the needs of a wider range of students and of society. It reminded us of the way in which two generations had tried to make enormous changes in the content of school mathematics and methods of teaching it. It gave us an opportunity to see where these earlier efforts had not been wholly successful and challenged us to determine why. With such an understanding we should be better equipped to tackle both the problems that now face us and those which will arise in the future.


quinta-feira, 12 de novembro de 2009

O fracasso da Matemática Moderna

O fracasso da Matemática Moderna
Morris Kline
(em português)

Ibrasa | 1976 | 211 páginas | rar - pdf |35,12 Mb

4shared.com

Why Johnny Can't Add: The Failure of the New Math
Morris Kline
(em inglês)

Random House Inc | 1974 | 208 páginas

online: marco-learningsystems.com

domingo, 2 de agosto de 2009

Martianus Capella and the Seven Liberal Arts


Volume 1
The Quadrivium of Martianus Capella Latin Traditions in the Mathematical Sciences 50 BC- AD 1250

William Harris e Richard Johnson com E.L. Burge Stahl

Columbia University | 1971 | 274 páginas | PDF | 9,71 Mb

link

Part of a detailed compendium of late-Roman learning in each of the seven liberal arts, set within an amusing mythological-allegorical tale of courtship and marriage among the pagan gods. The text provides an understanding of medieval allegory and the components of a medieval education.


table of contents
Frontmatter
List of Tables Compiled from Book IX
Abbreviations
PART I. INTRODUCTION
Roman Science in Intellectual History
The Author
The Work
Sources
Influence
Manuscripts and Editions
PART II. THE ALLEGORY AND THE TRIVIUM
The Allegory and Its Sources
Religious Ideas
The Curriculum of the Seven Liberal Arts
The Trivium
Grammar
Dialectic
Rheotoric
PART III. THE QUADRIVIUM
On Geometry
On Arithmetic
On Astronomy
On Harmony
PART IV. CONCLUSION
APPENDIX A Bibliographical Survey of the Seven Liberal Arts in Medieval and Renaissance Iconography
APPENDIX B Hapax Legomena and Rariora from Books VI‐IX of the De nuptiis Philologiae et Mercurii
BIBLIOGRAPHY
INDEX



sexta-feira, 6 de março de 2009

Work and play with numbers

George Wentworth, David Eugene Smith

Ginn and Co. | 1912

archive.org

Outros livros de David Eugene Smith on-line em:
archive.org