On the Hermeneutics of Reading Historical Texts  in the Mathematics Classroom

John A. Fossa

doi:10.37084/REMATEC.1980-3141.2021.n.p232-244.id354

Autores/as

John A. Fossa Universidade Estadual da Paraíba https://orcid.org/0000-0002-7957-6656

DOI:

10.37084/REMATEC.1980-3141.2021.n.p232-244.id354

Palabras clave:

History of Mathematics in Mathematics Education, Hermeneutics, Reading historical texts

Resumen

A hermeneutical substructure for the reading of historical texts in the mathematics classroom is described. It is organized according to the four transcendentals of unity, truth, beauty and goodness, each of which is considered internally –with respect to the text itself – and externally – with respect to both its relations to mathematical thought in general and other cultural manifestations. Lead questions are provided for each category as are also details regarding various ways in which the student’s interactions with the text can be organized in order to provide the student with a rich learning experience. Some attention is also given to questions relating to implementation.

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Biografía del autor/a

John A. Fossa, Universidade Estadual da Paraíba

Ph.D. Texas A&M University, College Station, TX. Professor Visitante no Programa de Pós-Graduação em Ensino de Ciências e Educação Matemática da Universidade Estadual da Paraíba (UEPB)

Citas

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THOMAS, Robert S. D. Mathematics and Fiction: A Pedagogical Comparison. Proceedings of the Canadian Society for History and Philosophy of Mathematics. V. 13, p, 204-208. Hamilton: CSHPM, 2000.