
06163088
j
2013c.00265
Jankvist, Uffe Thomas
History, applications, and philosophy in mathematics education: HAPh  a use of primary sources.
Sci. Educ. (Dordrecht) 22, No. 3, 635656 (2013).
2013
Springer Netherlands, Dordrecht
EN
D34
A34
E24
D24
M14
history of mathematics
philosophy
applications
teaching material
doi:10.1007/s1119101294708
Summary: The article first investigates the basis for designing teaching activities dealing with aspects of history, applications, and philosophy of mathematics in unison by discussing and analyzing the different `whys' and `hows' of including these three dimensions in mathematics education. Based on the observation that a use of history, applications, and philosophy as a `goal' is best realized through a modules approach, the article goes on to discuss how to actually design such teaching modules. It is argued that a use of primary original sources through a socalled guided reading along with a use of student essay assignments, which are suitable for bringing out relevant metaissues of mathematics, is a sensible way of realizing a design encompassing the three dimensions. Two concrete teaching modules on aspects of the history, applications, and philosophy of mathematics  HAPhmodules  are outlined and the mathematical cases of these, graph theory and Boolean algebra, are described. Excerpts of student groups' essays from actual implementations of these modules are displayed as illustrative examples of the possible effect such HAPhmodules may have on students' development of an awareness regarding history, applications, and philosophy in relation to mathematics as a (scientific) discipline.