Why teach math history?

Mathematics is one of the oldest scientific subjects which evolves along human history.  To study the history of mathematics allows me to understand how one specific mathematical concept was born, and how it was evolved over years in terms of format, notion, computational method etc.  The subject itself is dry, but with more historical stories and anecdotes introduced in class, I can make math teaching more fun and the students will develop more interest in it.  One of my favorite classroom anecdotes is the story of Gauss’s Arithmetic Sequences.  It was so fascinating to learn the story of a 9-year old’s smart observation rather than solely memorizing a dreary formula.  The history of mathematics provides me a space to connect, to imagine, and to appreciate all the wonderful human inventions.

In this week’s reading, there are several interesting points which draw my attention.  The authors talk about “genetic approach” which is to integrate the history component into math teaching.  This approach emphasizes less on how to use theories, methods and concepts, and more on why it provides an answer to specific mathematical problems and questions (Sierpinska 1991, p.11).    The point made here explains why many students had very high marks in math tests at secondary level, but later on had never pursued mathematics as major at university level.   When math was introduced, these students were able to develop perfect computational and tests skills, but lacked of skills in constructing crucial steps in thinking and making connections from the past to current.  Another interesting point is that role plays can be designed and implemented in mathematical teaching, although some argues that it is not mathematics.  However, to me, this is a valuable information and it could be used as one of my future teaching technics for sure.

The reading is an eye-opening piece.  It provides many essential and practical teaching pedagogies for prospective teachers.  For example, I could assign a small group project and let the students explore and investigate how one particular math theory was formed.  Let them answer the questions such as who the contributors were, when it was formulated, and how it was developed over time.  The ideas and examples introduced in this article such as historical snippets, historical based research projects, plays etc. have widened and solidified my understanding of classroom teaching.

Reference: 

Sierpinska, A. 1991. ‘Quelques idées sur la méthodologie de la recherche en didactique des

mathématiques, Iiée a la notion d’obstacle épisteéologique’, Cahiers de didactique des

mathématiques (Thessaloniki, Greece) 7, 1 1-28.