id: 05264394
dt: j
an: 2008a.00009
au: Otte, Michael
ti: Mathematical history, philosophy and education.
so: Educ. Stud. Math. 66, No. 2, 243-255 (2007).
py: 2007
pu: Springer Netherlands, Dordrecht
la: EN
cc: A30 E40 H40 I50
ut: axiomatization; arithmetic; integration; Lebesgue; Grassmann; mathematical
generalization
ci:
li: doi:10.1007/s10649-007-9079-z
ab: Summary: History of mathematics occupies itself describing processes of
growth and development, whereas philosophy of mathematics is concerned
with questions of justification. Both play an essential role within the
educational context. But there is a problem because genuine historical
studies necessitate ever greater particularity whereas mathematics and
philosophy require generality and abstraction. The paper offers some
methodological reflections about these matters together with two case
studies from nineteenth century history of arithmetic and integration
theory, respectively, which try to strike a balance between the
directly opposed requirements.
rv: