This week I read Uffe Thomas Jankvist’s A categorization of the “whys” and “hows” of using history in
mathematics education. In this
article, Jankvist takes a theoretical approach to the discussion of why and how
to use the history of mathematics. He
subdivides the whys into two
mindsets: history as a tool for learning
mathematics, and history as a goal of mathematics. History as a tool is the argument that
students should learn the history of mathematics and use this knowledge to help
them approach and tackle current issues.
Jankvist cites that history can be a “motivating factor for students in
the learning and study” (p. 237). The history as a goal mindset refers to how
learning about the history of mathematics can help round out a student’s
understanding of what mathematics is, where it came from, and how it
developed. He also divides the hows into three categories based on illumination, the modules, and
a history-based approach. The illumination
approach uses history as a “spice added to the mathematics education casserole”
(p. 246), splashing tidbits and snippets of history into a student’s learning.
The modules approach is a method that teaches history as an entire module, or
chapter in math education. Lastly, the
history-based approach is more to do with a pedagogical method, teaching topics
in a historically relevant way, such as the way that a concept was discovered,
and used.
Jankvist goes into a lot of depth with each of these topics,
providing compelling arguments for the inclusion of each. His section detailing the barriers to
integration of history is also well thought out, leaving the reader a good
understanding of the issues at stake.
When I reflect back on my own teaching, I certainly fall
into a distinct pair of categories. I
teach the history of mathematics to my students as a goal, as a way to fill out
their understanding of the topic at hand, and to help give them some historical
context as to the importance of our discussion.
I also discuss these historical concepts in ways that Jankvist would
call illumination approaches, using them as a way to flavor a topic and bring more
depth to it. Teacher education, of
course, is a primary antagonist to the inclusion of history of mathematics in
the classroom, but this is true on several levels. Teachers need to be educated on why its
inclusion is beneficial, how it might be included, and finally, the contents of
its inclusion. I would certainly teach
more history in my classroom if I knew more history, but I don’t. What do you think: should teachers spend time
researching, and learning about the history of mathematics so they too can
include it in their lessons?
I have to admit I rarely talk much about history in my lessons. I probably should but, like you, I just don't know too much. I think NOT teaching history sort of adds to the perception that Math is a series of universal truths that is just out there to be discovered, and has always been known. It's probably interesting for students to learn more about the history of math - it would be interesting debate as to whether math concepts are 'discovered' or 'invented'.
ReplyDeleteThe article I read is quite similar to yours. However, there is one point mentioned in Tzanakis & Arcavi's article that might answer some aspects of your questions. Tzanakis & Arcavi argue that teaching the history of mathematics will in turn add to the teacher's pedagogical repertoire. With that idea, it does seem to imply that teachers would need to learn about the history of mathematics in order to teach through and with it. However, the depth of the research would depend on the amount of history the teacher would like to incorporate into the math lessons. For example, I would like to include some history through storytelling as an introduction to each of the topics I am teaching. In that case, looking up stories behind the math topics would be part of my lesson preparation. Others may want to dedicate an entire unit to the history of mathematicians. Depending on how the lesson is planned, the research may be done by the students as a part of the assignment or project. There should be resources available either in print or online. Also, your school or learning centre's librarian would most likely be more than willing to assist you in finding information on math history. I feel if you see the value in providing a historical background of the math to the students, you would be more willing to spend time looking up the information to include in the lessons.
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