Beschreibung

Mathematics is often viewed as a set of invariant prepositions, theorems, and axioms. However, from a historical perspective, these mathematical objects and results have evolved and are contingent on cultural developments within society. Studies of teacher learning suggest that teachers tend to make sense of new ideas through existing views of the nature of mathematics: in this way, images of the nature of mathematics impact pedagogy. In this book I investigate the experiences of four elementary teachers as they engaged in a professional development project concerned with designing a series of mathematics lessons where historical stories were used as instructional tools. Working with three emerging metaphoric themes, I consider how images of the nature of mathematics can be altered through immersion in the uncertainty and indeterminacy of historical mathematical stories. By creating with the teachers a parable that presents mathematics as a vibrant and creative activity , the predominant view many elementary teachers have of mathematics as isolated facts and procedures that must be memorized is challenged.

Autorentext

Dr. Gladys Sterenberg is an Assistant Professor in mathematicseducation in the Department of Elementary Education at theUniversity of Alberta, Canada.

Mathematics is often viewed as a set of invariantprepositions, theorems, and axioms. However, from ahistorical perspective, these mathematical objectsand results have evolved and are contingent oncultural developments within society. Studies ofteacher learning suggest that teachers tend to makesense of new ideas through existing views of thenature of mathematics: in this way, images of thenature of mathematics impact pedagogy. In this book I investigate the experiences of fourelementary teachers as they engaged in a professionaldevelopment project concerned with designing a seriesof mathematics lessons where historical stories wereused as instructional tools. Working with threeemerging metaphoric themes, I consider how images ofthe nature of mathematics can be altered throughimmersion in the uncertainty and indeterminacy ofhistorical mathematical stories. By creating with theteachers a parable that presents mathematics as avibrant and creative activity , the predominant viewmany elementary teachers have of mathematics asisolated facts and procedures that must be memorizedis challenged.

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