Gde možemo da naučimo matematiku - istorijski memoar

Snežana Lorens

doi:10.5937/inovacije2001124l

Abstract

This paper summarises a particular aspect of using the history of mathematics to inspire and educate secondary level teachers. Whilst discussion about the uses of the history of mathematics in the classroom is mentioned with some of the most used approaches, the paper is itself a historical memoir. It reflects on the process in which, during a career in a mathematics classroom, and later, in author's work with teachers, the author discovered a method that proves to be most efficient, simple, and at the same time inspiring for all involved - for pupils, teachers, and the author herself. The method consists of creating an imaginary theatre of mathematical objects and images. This imaginary theatre can be considered to be a place, real or imagined, that can be recreated in any circumstance where mathematics is learnt, taught, and discussed.

Highlights

During their time with the Prince’s Teaching Institute (PTI), the teachers were able to learn about new things, both about and from mathematics. This would take form in several ways: from discussions with their colleagues, through lectures and workshops given by leading professionals, and through a structured self-reflection of some kind. All these various programmes and events that the author worked on meant that she could talk to teachers about the sources of inspiration and a constant spring of ideas for teaching mathematics that the author, and the community of mathematics historians discovered: the history of the discipline itself
A theatre of mathematical history – a historical memoir classroom as there is freedom and expectation that students, in order to learn about art, will be given opportunities to explore and ‘muck-about’
The difference between an art teacher and a mathematics teacher is both qualitatively and substantively different

Summary

Introduction

All these various programmes and events that the author worked on meant that she could talk to teachers about the sources of inspiration and a constant spring of ideas for teaching mathematics that the author, and the community of mathematics historians discovered: the history of the discipline itself. The author herself has been interested in how to use the history of mathematics since the completion of her own doctorate in the subject – but why would the teachers in these programmes become interested themselves?

Results

Conclusion