Abstract
This article describes some empirical research into using history in mathematics education. More precisely, it discusses a teaching module on the history of public-key cryptography and RSA, implemented in a Danish upper secondary mathematics class in the autumn of 2007. As part of the module the students were expected to write several essays illuminating different aspects of this history. The article discusses whether the students were able to reflect on meta-perspective issues of the evolution and development of mathematics and if so, then whether these reflections were anchored in the taught (and acquired) mathematics of public-key cryptography and RSA. The question of how teaching modules may be designed to take such matters into account is also discussed.
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Schedule a callMore From: BSHM Bulletin: Journal of the British Society for the History of Mathematics
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