To know and to teach: Mathematical pedagogy from a historical context |
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Authors: | Frank Swetz |
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Institution: | (1) Mathematical Sciences Department, Penn State University, 17057-04898 Middleton, PA, USA |
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Abstract: | Historical texts tell us much about how mathematical concepts and techniques were conceived and evolved. But they can also tell us even more. Usually, their contents embody a pedagogy, specific organizational forms and methods used for teaching mathematics. This article isolates and examines several particular pedagogical techniques: the use of an instructional discourse; a logical sequencing of mathematical problems and exercises and employment of visual aids, evident in historical works. It concludes that much of present day mathematical pedagogy evolved from distant historical antecedents. |
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