A Framework for Integrating the History of Mathematics into Teaching in Shanghai

Autor/inn/en	Wang, Ke; Wang, Xiao-qin; Li, Yeping; Rugh, Michael S.
Titel	A Framework for Integrating the History of Mathematics into Teaching in Shanghai
Quelle	In: Educational Studies in Mathematics, 98 (2018) 2, S.135-155 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1954
DOI	10.1007/s10649-018-9811-x
Schlagwörter	Foreign Countries; Science Education History; Integrated Curriculum; Teaching Methods; Teaching Models; Mathematics Instruction; Instructional Improvement; Theory Practice Relationship; Alignment (Education); Educational Practices; Educational Strategies; China (Shanghai) + Suchen Sie Ihr Suchwort? Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrmodell; Mathematics lessons; Mathematikunterricht; Unterrichtsqualität; Theorie-Praxis-Beziehung; Bildungspraxis; Lehrstrategie
Abstract	One major obstacle for integrating the history of mathematics in teaching (hereafter referred to as IHT) is how to help teachers, particularly those who lack experience in IHT, use historical materials in their teaching. Based on many IHT practices in Shanghai, this paper proposes an IHT framework including two parts: one is a triangular pyramid IHT model, and the other is a design-based IHT procedure. The pyramid model is composed of three different communities: teachers, researchers, and historians of mathematics. The design-based procedure, also called operating model, includes cyclic stages, which are investigation, design, implementation, assessment, and publication. The primary purpose of this framework is to build a bridge between theory and practice by combining the two models to address particular teaching concerns and improve teaching. In addition, this paper details the process of the dynamic pyramid model and the design-based IHT procedure, and illustrates an example of the application of this framework. Finally, this paper discusses the differences and similarities between this model and others and also discusses the challenge of applying this model in practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01