Sept 16 Entry Slip: Integrating History of Mathematics in the Classroom

 

I am of the opinion that mathematics history would be a valuable addition to the general curriculum (K12 and post-secondary). Understanding history is integral to understanding how we arrived in the present, and mathematics is no different. Historical context is one way to answer the question of why students have to learn various things. I personally would have enjoyed learning about how Leibniz and Newton individually invented calculus, what kinds of motivations they had, the immediate impact of the publishing etc. Or to have any historical context around arguably the most famous equation high-schoolers learn, the quadratic formula. The focus of the curriculum should still be on mathematical skills and concepts themselves, and I do not think the history itself should be included in assessment.

            I strongly agree with the proposition to use history as a resource when teaching mathematics (pg204-205). If nothing else, framing a lesson in a historical concept provides direct access to relevant problems to answer the question “why are we learning this”. I also found myself in agreement with the proposition that “mathematics is an evolving and human subject…which requires intellectual effort and it is determined by several factors…it is not a God-given finished product designed for rote learning”. I think this links back to the relational vs instrumental learning argument from EDCP 342A, and that teaching mathematics through a historical lens or context better enables relational understanding. A final point of note, I found myself overwhelmed by the sheer number of examples put forth in section 7.4, many of which I have never heard of. The section is a strong reminder just how wide, and deep, the history of mathematics is, and how much material is available to us as educators to incorporate.