Akademik Veri Yönetim Sistemi
35th Annual Conference of the International-Group-for-the-Psychology-of-Mathematics-Education (PME), Ankara, Türkiye, 10 - 15 Temmuz 2011, ss.312
Despite a long debate, the interest in incorporating history of :mathematics in mathematics education and the belief in its value for teaching and learning have been growing; remarkably in recent years (e.g. Katz, 2006; Liu, 2003). Liu (2003) proposes five reasons for using history in teaching mathematics: (i) History can help increase motivation and helps develop a positive attitude toward learning, (ii) History gives teachers a guide for teaching, (iii) Historical problems can help develop.students' mathematical thinking, (iv) History reveals the humanistic facet of mathematical knowledge, and (v) Post obstacles in the development of mathematics can help to explain what today students finds difficult (p. 416). However, questions such as: "What would be the educational benefits of using historical developments of mathematical concepts topics in teaching and learning processes'? What is the best way for doing it'?" etc. have yet remained unanswered.