A POSSIBLE ROLE FOR HISTORY OF MATHEMATICS AND SCIENCE IN MATHEMATICS AND SCIENCE EDUCATION

TitleA POSSIBLE ROLE FOR HISTORY OF MATHEMATICS AND SCIENCE IN MATHEMATICS AND SCIENCE EDUCATION
Publication TypeJournal Article
Year of Publication2013
AuthorsBussotti, P
JournalJournal of Baltic Science Education
Volume12
Issue6
Start Page712-715
PaginationContinuous
Date PublishedDecember/2013
Type of ArticleEditorial
ISSN1648-3898
Other NumbersICID: 1080622
Keywordshigh school instruction, history of mathematics and science, mathematics education
Abstract

My research fields are history of mathematics and science, mainly physics and astronomy. I have also published some works on mathematics and physics education (as to these works see Bussotti 2012a; Bussotti 2012b; Pisano-Bussotti, 2012; Bussotti 2013). I have often wondered which role history of science can have inside science education, basically referring to high school and university students. This subject dates back at least at the second half of the 19th century when an important debate took place in Europe as to the most appropriate manner to teach Euclidean geometry. There were various positions: scholars who thought Euclid (fl. 300 BC) had to be completely abandoned, others who believed that the Elements had to be almost literally taught and, between these two opposite extreme opinions, a series of intermediate ones existed (for this problems see Bussotti, 2012a, where a series of references is presented, too). The discussion on the role of history of science/mathematics inside science/mathematics teaching is hence a long period debate and I have no pretension to provide an answer, but only to point out some questions and to develop a reasoning around them.

URLhttp://journals.indexcopernicus.com/abstract.php?icid=1080622
Refereed DesignationRefereed
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