On the Use of History of Mathematics: An Introduction to Galileo's Study of Free Fall Motion

Autor/inn/en	Ponce Campuzano, Juan Carlos; Matthews, Kelly E.; Adams, Peter
Titel	On the Use of History of Mathematics: An Introduction to Galileo's Study of Free Fall Motion
Quelle	In: International Journal of Mathematical Education in Science and Technology, 49 (2018) 4, S.517-529 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ponce Campuzano, Juan Carlos)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-739X
DOI	10.1080/0020739X.2017.1377301
Schlagwörter	Mathematics; History; College Freshmen; College Science; College Mathematics; Physics; Calculus; Motion; Experiments; Geometry; Computer Uses in Education; Mathematics Instruction; Science Instruction; Foreign Countries; Student Surveys; Australia + Suchen Sie Ihr Suchwort? Mathematik; Geschichte; Geschichtsdarstellung; Studienanfänger; Physik; Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Bewegungsablauf; Erprobung; Geometrie; Computernutzung; Mathematics lessons; Mathematikunterricht; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Ausland; Schülerbefragung; Australien
Abstract	In this paper, we report on an experimental activity for discussing the concepts of speed, instantaneous speed and acceleration, generally introduced in first year university courses of calculus or physics. Rather than developing the ideas of calculus and using them to explain these basic concepts for the study of motion, we led 82 first year university students through Galileo's experiments designed to investigate the motion of falling bodies, and his geometrical explanation of his results, via simple dynamic geometric applets designed with GeoGebra. Our goal was to enhance the students' development of mathematical thinking. Through a scholarship of teaching and learning study design, we captured data from students before, during and after the activity. Findings suggest that the historical development presented to the students helped to show the growth and evolution of the ideas and made visible authentic ways of thinking mathematically. Importantly, the activity prompted students to question and rethink what they knew about speed and acceleration, and also to appreciate the novel concepts of instantaneous speed and acceleration at which Galileo arrived. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01