Blog Response #1: Integrating history of mathematics in the classroom: an analytical survey

Before engaging in the reading (Tzanakis et al., 2002, pp. 201-240), I would like to share my prereading ideas on whether, why and how math history should be incorporated into my own teaching. I think it is important to include math history in my teaching because just like how prerequisites are introduced in the beginning of the lesson to ensure that students are prepared to add onto their knowledge, math history on a certain topic should be introduced to bring awareness of the foundations of that topic and observe how it has progressed over the years, which inspires learning. Another reason on why I am for math history being included in my teaching plans is because I believe this information can spark curiosity among students and encourage cross-disciplinary learning such as math and history, or math and anthropology, or math and science just to name a few. Finally, I believe this information can be introduced into classes through discussions with students using probing questions like “how do you think these problems were solved hundreds of years ago?”. Or another way could be giving out exciting group assignments or presentations for students to complete, where they can learn math history on their own time for credit.  

There are a few things that I agree with in the reading (Tzanakis et al., 2002, pp. 201-240), mainly because it affirmed my prereading ideas on incorporating math history into my own teaching. The authors believe that the history of math encourages “the learning of mathematics” (Tzanakis et al., 2002, pp. 203), because this “could inspire teachers and help them in their teaching” (Tzanakis et al., 2002, pp. 204). I think this is true, because usually inspiration is infectious, which means that students will be inspired to learn as well. The authors also believe that math history creates an “appreciation of mathematics as a cultural endeavor” where the class is aware of how math was used in other cultures (Tzanakis et al., 2002, pp. 207). I think this supports my prereading idea that math history encourages cross-disciplinary learning, in this case math and anthropology. When math is mixed with cultural histories, students will feel included, especially if they are from different cultural backgrounds. This leads to improved learning according to the authors of the reading (Tzanakis et al., 2002, pp. 207).  

The only thing I would change from my ideas after engaging in the reading is that I would add more ways to incorporate math history into my teaching plans. Initially, I could only think of two methods, but the authors have a long list of ideas in the reading (Tzanakis et al., 2002) on page 214. My most favourite idea of theirs is the use of “films and other visual means” (Tzanakis et al., 2002, pp. 230). I think this is a creative idea because the younger generation love entertainment, so the mixture of entertainment and learning seems like an idea that would lead to success. I have learned tons of important information from the reading (Tzanakis et al., 2002, pp. 201-240), and I am looking forward to applying them into my own classes.   

 

References 

Tzanakis, C. et al. (2002). Integrating history of mathematics in the classroom: an analytical survey. In J. Fauvel & J. Van Maanen (Eds.), History in Mathematics Education (New ICMI Series, Vol.6, pp. 201-240). Kluwer Academic Publishers.