Abstract
In classrooms, we often treat mathematics as if we were learning on an island. We travel to that island once a day for mathematics and delve into a study that is pure, clean, and logically solid and has clear lines and no dirty corners. Students think that mathematics is closed, dead, emotionless, all discovered…. By including [the history of mathematics], we can rescue students from the island of mathematics and relocate them on the mainland of life that contains mathematics that is open, alive, full of emotion, and always interesting.
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