The proposal presented here relates to the integration of the mathematical syllabus content, including foundational issues, with selected aspects of history of mathematics in the education of prospective elementary teachers. An analysis of the needs and cultural profile of prospective elementary teachers in Italy was the original motivation of this study. The new syllabus has been applied for several years in Rome, with good results in mathematical learning and self-confidence regarding the performance as a future mathematics teacher. Students also show an ability to use history of mathematics in the classroom with good feedback from the children. The historical contents were used in Spain to offer a stronger mathematical background to a group of teachers and prospective teachers collaborating in an experimental workshop for children with Down´s Syndrome. Once again the result was improved appreciation of their own skills and greater autonomy and spirit of initiative.
|Titolo:||Integrating history of mathematics with foundational contents in the education of prospective elementary teachers|
|Data di pubblicazione:||2016|
|Citazione:||MILLAN GASCA, A.M. (2016). Integrating history of mathematics with foundational contents in the education of prospective elementary teachers. In Proceedings of the 2016 ICME Satellite Meeting of the International Study Group on the Relations Between the History and Pedagogy of Mathematics (pp.427-440). Montpellier : IREM de Montpellier.|
|Appare nelle tipologie:||4.1 Contributo in Atti di convegno|