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Abstract
In most teacher training programs for Dutch mathematics teachers, history of mathematics is a required part of the curriculum. The courses provide historical background knowledge of certain mathematical developments to the students. This knowledge could also affect prospective teachers’ views on the nature of mathematics and the pedagogical choices they make for their classrooms. These effects have been examined in a small qualitative research project with two different groups of students from a teacher-training program in Amsterdam. The results are discussed in this paper and can be useful in describing and evaluating the relation between knowledge of history of mathematics and classroom activities.
| Original language | English |
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| Number of pages | 9 |
| Publication status | Published - 2019 |
| Event | Eleventh Congress of the European Society for Research in Mathematics Education (CERME 11) - University of Utrecht, utrecht, Netherlands Duration: 6 Feb 2019 → 10 Feb 2019 https://cerme11.org/ |
Conference
| Conference | Eleventh Congress of the European Society for Research in Mathematics Education (CERME 11) |
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| Country/Territory | Netherlands |
| City | utrecht |
| Period | 6/02/19 → 10/02/19 |
| Internet address |
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Dive into the research topics of 'History of mathematics in Dutch teacher training'. Together they form a unique fingerprint.Activities
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11th Congress of the European Society for Research in Mathematics Education
Desiree van den Bogaart (Participant)
5 Feb 2019 → 10 Feb 2019Activity: Participating in or organising an event › Organising a conference, workshop, ... › Academic