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This book brings together 10 experiments which introduce historical perspectives into mathematics classrooms for 11 to 18-year-olds. The authors suggest that students should not only read ancient texts, but also should construct, draw and manipulate. The different chapters refer to ancient Greek, Indian, Chinese and Arabic mathematics as well as to contemporary mathematics. Students are introduced to well-known mathematicians¿such as Gottfried Leibniz and Leonard Euler¿as well as to less famous practitioners and engineers. Always, there is the attempt to associate the experiments with their scientific and cultural contexts. One of the main values of history is to show that the notions and concepts we teach were invented to solve problems. The different chapters of this collection all have, as their starting points, historic problems¿mathematical or not. These are problems of exchanging and sharing, of dividing figures and volumes as well as engineers¿ problems, calculations, equations and congruence. The mathematical reasoning which accompanies these actions is illustrated by the use of drawings, folding, graphical constructions and the production of machines.

Connecting Humans to Equations: A Reinterpretation of the Philosophy of Mathematics presents some of the most important positions in the philosophy of mathematics, while adding new dimensions to this philosophy.

This book presents an innovative method to investigate the history of mathematics education using oral narratives to study different aspects related to the teaching and learning of mathematics.

This book presents an innovative method to investigate the history of mathematics education using oral narratives to study different aspects related to the teaching and learning of mathematics.

This book presents a history of mathematic between 1607 and 1865 in that part of mainland North America which is north of Mexico but excludes the present-day Canada and Alaska. Unlike most other histories of mathematics now available, the emphasis is on the gradual emergence of "e;mathematics for all"e; programs and associated changes in thinking which drove this emergence. The book takes account of changing ideas about intended, implemented and attained mathematics curricula for learners of all ages. It also pays attention to the mathematics itself, and to how it was taught and learned. 

The international New Math developments between about 1950 through 1980, are regarded by many mathematics educators and education historians as the most historically important development in curricula of the twentieth century. It attracted the attention of local and international politicians, of teachers, and of parents, and influenced the teaching and learning of mathematics at all levels¿kindergarten to college graduate¿in many nations. After garnering much initial support it began to attract criticism. But, as Bill Jacob and the late Jerry Becker show in Chapter 17, some of the effects became entrenched.This volume, edited by Professor Dirk De Bock, of Belgium, provides an outstanding overview of the New Math/modern mathematics movement. Chapter authors provide exceptionally high-quality analyses of the rise of the movement, and of subsequent developments, within a range of nations.The first few chapters show how the initial leadership came from mathematicians in European nations and in the United States of America. The background leaders in Europe were Caleb Gattegno and members of a mysterious group of mainly French pure mathematicians, who since the 1930s had published under the name of (a fictitious) ¿Nicolas Bourbaki.¿ In the United States, there emerged, during the 1950s various attempts to improve U.S. mathematics curricula and teaching, especially in secondary schools and colleges. This side of the story climaxed in 1957 when the Soviet Union succeeded in launching ¿Sputnik,¿ the first satellite. Undoubtedly, this is a landmark publication in education. The foreword was written by Professor Bob Moon, one of a few other scholars to have written on the New Math from an international perspective. The final ¿epilogue¿ chapter, by Professor Geert Vanpaemel, a historian, draws together the overall thrust of the volume, and makes links with the general history of curriculum development, especially in science education, including recent globalization trends.