How Mathematical Knowledge for Teaching May Profit from the Study of History of Mathematics

被引：20

作者：

Mosvold, Reidar ^{[1
]}

Jakobsen, Arne ^{[1
]}

Jankvist, Uffe Thomas ^{[2
]}

机构：

[1] Univ Stavanger, Dept Educ & Sports Sci, N-4036 Stavanger, Norway

[2] Aarhus Univ, Dept Educ, DK-2400 Copenhagen NV, Denmark

来源：

SCIENCE & EDUCATION | 2014年 / 23卷 / 01期

关键词：

Content Knowledge; Mathematics Teacher; Pedagogical Content Knowledge; Mathematical Knowledge; Elementary Teacher;

D O I：

10.1007/s11191-013-9612-7

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

In this theoretical article, we aim at theorizing the old statement that mathematics teachers might profit from studying the history of mathematics. We do this by drawing upon the theoretical framework of mathematical knowledge for teaching (MKT). A selection of international studies on the history and pedagogy of mathematics is used as starting points for discussing how the different domains of teachers' MKT-to a larger or smaller degree-can profit from the history of mathematics.

引用

页码：47 / 60

页数：14