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http://dx.doi.org/10.7468/jksmee.2019.33.4.471

An Analysis of the Patterns of Using History in Textbook Developed under the 2015-Revised Curriculum  

Kim, Eun Suk (Namsung Middle School)
Cho, Wan Young (Dept. of Mathematics Education, Chungbuk National University)
Publication Information
Communications of Mathematical Education / v.33, no.4, 2019 , pp. 471-488 More about this Journal
Abstract
This paper aims to examine how mathematical history is used in textbooks according to the 2015-Revised Curriculum. We analyze the distribution and characteristics of making use of the mathematical history in the nine textbooks, using the framework suggested by Jankvist (2009) on the whys and hows of using historical tasks. First, the tasks related to mathematical history in the textbooks are mostly used as an affective tool, while few tasks are used as a cognitive tool. Second, most of the historical tasks of the type of an affective tool are introducing the anecdotes of mathematicians or in the history of mathematics, and only one case is trying to show human nature of mathematics by illuminating the difficulties mathematicians were faced with. Third, all the mathematical history tasks used as affective tools and goals are illumination materials, while only two out of the ten tasks in the category of a cognitive tool are illumination materials, yet eight others are modular ones. Considering the importance and value of using mathematical history in the math education, this paper recommends that more modular materials on mathematical history tasks in the category of cognitive tools and goals should be developed and their deployment in the textbooks or courses should be promoted.
Keywords
Using history in Math II textbooks; History as a tool; History as a goal; Illumination; Module;
Citations & Related Records
Times Cited By KSCI : 2  (Citation Analysis)
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