CHAPTER 2 HISTORY IN MATHEMATICS EDUCATION-WHY BOTHER?

摘要

In this chapter I will discuss how and in what sense mathematics can engage in interdisciplinary work with history to contribute to general educational goals and to the learning of mathematics. The theoretical foundation of the discussion is a multiple perspective approach to the history of the practice of mathematics and a competencebased understanding of mastery of mathematics. It will be suggested that within a theory of learning as developing a certain discourse, a multiple perspective approach to the history of the practice of mathematics might provide special opportunities for the learning of mathematics, since metadiscursive rules can be addressed directly at the object level of history discourse. Methodologically, in-depth analyses of project reports written by students at the interdisciplinary 2-year entrance study program in science at Roskilde University have been applied. As illustration, two project reports have been selected; one on application of mathematics in cell biology in the 1930s and one on the influence of physics on the development of differential equations in "pure" mathematics in the 1690s. The analysis of the projects within the proposed theoretical framework will be presented and discussed with respect to their potential for (1) contributing to general educational goals, (2) developing students' mathematical competence, including developing their insights into and reflections of mathematics as a historical product as well as its function and interplay in and with science, and (3) elucidating metadiscursive rules by making them an explicit object of historical investigations.