Abstract
This report seeks to claim a didactic function for the History of Mathematics, justifying the fact that a complete and profound understanding of the fundamental concepts of any science requires the knowledge of its history. The excessive logical -deductive nature of present Mathematics has given rise to an excessive dogmatism in its teaching, together with an imposition of exactness and strictness as the fundamental, almost exclusive, values of Mathematics, thus influencing the students' negative response. We believe that these deficiencies can be put back to right by means of the teaching of the History of Mathematics, so as to enrich the teachings culturally. We suggest this subject be integrated inter -disciplinarily into the curriculum, and considered a source of inspiration, permanent self training, and orientation for all educacional activity.
Highlights
This report seeks to claim a didactic function for the History of Mathematics, justifying the fact that a complete and profound understanding of the fundamental concepts of any science requires the knowledge of its history
Boyer The History of the Calculus and its conceptual development, Courant es todavía más categórico en torno a la necesidad de conjurar el purismo abstractivo mediante la búsqueda de las raíces históricas de la Matemática (Boyer 1949): «Los maestros, estudiantes y los amantes del estudio en general, que quieran comprender realmente las fuerzas y las formas de la Ciencia, han de tener alguna comprensión del estado presente del conocimiento como un resultado de la evolución histórica
(Ediciones Orbis de Historia del Pensamiento: Barcelona)
Summary
This report seeks to claim a didactic function for the History of Mathematics, justifying the fact that a complete and profound understanding of the fundamental concepts of any science requires the knowledge of its history. The excessive logical-deductive nature of present Mathematics has given rise to an excessive dogmatism in its teaching, together with an imposition of exactness and strictness as the fundamental, almost exclusive, values of Mathematics, influencing the students' negative response We believe that these deficiencies can be put back to right by means of the teaching of the History of Mathematics, so as to enrich the teachings culturally. La comprensión completa y profunda de los conceptos fundamentales de una disciplina científica necesita del conocimiento de su historia, ya que ésta pone de manifiesto el proceso dinámico de la actividad científica como desarrollo permanentemente abierto, despertando en el sujeto discente unas actitudes y, sobre todo, unos hábitos metodológigos acordes con el método científico.
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