Analyzing the Use of History in Mathematics Education: Issues and Challenges around Balacheff's cK¢ Model

Autor/in	de Vittori, Thomas
Titel	Analyzing the Use of History in Mathematics Education: Issues and Challenges around Balacheff's cK¢ Model
Quelle	In: Educational Studies in Mathematics, 99 (2018) 2, S.125-136 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1954
DOI	10.1007/s10649-018-9831-6
Schlagwörter	History; Mathematics Instruction; Models; Geometry; Student Attitudes; Mathematical Concepts + Suchen Sie Ihr Suchwort? Geschichte; Geschichtsdarstellung; Mathematics lessons; Mathematikunterricht; Analogiemodell; Geometrie; Schülerverhalten
Abstract	Part of the international reflection on the use of history in mathematics teaching consists in a quest of frameworks and models suitable for empirical studies. Following this demand, this paper explores the way Balacheff's cK? model, a model taken from the didactics of mathematics, can be used in the analysis of learning at student level. In the first part of this paper, Balacheff's cK? model (conceptions, knowledge, ?oncepts) is shortly presented, and in the second part, the relationship between the epistemological background of the model and the use of the history of mathematics is explored in order to show a possible suitableness. The third part addresses an example of a school activity (about ancient Indian geometry) in which the model is applied and the historical issues clarified. Questioning the role of problems both in the cK? model and in the use of history, the last part shows how a study at the students' conception level enlightens the way in which historical elements can interact with contemporary mathematical learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01