Upotreba problema Abul-Vefe za podsticanje metodičkog znanja budućih nastavnika matematike

Karmelita Pjanić

doi:10.5937/inovacije2001089p

Abstract

Solving Abu'l-Wafa's problem could be a powerful tool for building and fostering pedagogical content knowledge of prospective mathematics teachers. The goal of this case study is to examine if this episode in the history of mathematics would foster the subject content knowledge and pedagogical content knowledge of a group of prospective mathematics teachers. Abu'l-Wafa's problem was presented to five prospective mathematics teachers in the Mathematics Teaching Methodology Course. They had to find out at what point of learning geometry and how to engage pupils to solve this problem, taking into account the question of procedural and conceptual knowledge in mathematics as well as the important question of the role of proof and argumentation in mathematics classes. Our case study showed that an integration of the history of mathematics in education may be particularly relevant for supporting and improving the pedagogical content knowledge of prospective mathematics teachers.

Highlights

1 history of mathematics are behind us
We refer to a course of methodology of teaching mathematics for prospective mathematics teachers in which the episodes from the history of mathematics were introduced as mediators of knowledge for teaching
The goal of this study is to examine if the use of an episode from the history of mathematics fosters the subject content knowledge and pedagogical content knowledge of a group of prospective mathematics teachers

Summary

Introduction

In the process of education, learners need to learn about the past and present in order to be able to perceive the flows of the future. Based on the author’s experience, mathematics teachers are aware of the principles of historicity, but they generally understand and apply it in the sense of telling short episodes about the path of developing a math-. The question arises as to why mathematics teachers limit the use of mathematics history in teaching using only these two aspects

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