History of Mathematics - for young History of Mathematics - for young mathematiciansmathematicians

Initial impetusInitial impetus

• The prevailing modern view of mathematical ability one which entails creativity and transcends the more limited concept of technical ability

• little widely available material to introduce the secondary school age children to the world of ‘creative’ mathematics

• main aim to inspire young mathematicians • help them gain an insight into the various techniques of

research, analysis and synthesis of mathematical thought

• majority of the current resources university and post-graduate level students

• some resources can be used by teachers but very few by children

General thoughts - secondary General thoughts - secondary school…school…

• increase pupils’ motivation in learning mathematics through ‘story-telling’

• improve pupils’ understanding of the subject through contextual learning;

• enable pupils to gain skills in structuring their knowledge and linking different mathematical concepts through their increased knowledge of the development of mathematical concepts

General thoughts on the KS3 & General thoughts on the KS3 & the History of Mathsthe History of Maths

• importance of ‘story-telling’ in creating a safe and familiar environment

• dispel fear of both mathematics and the secondary school

Findings of research with Findings of research with secondary pupils showed that…secondary pupils showed that…

• pupils seemed to remember the mathematical skill and its application better when they learnt about the context in which the skills were first used

• the acquisition of mathematical skills became more meaningful when they knew the historical background

• the pupils started making links between mathematical concepts, the historical developments and personalities they learnt about

• they were able to identify with the role models and gained greater motivation for the learning of the subject.

Some feedback from primary Some feedback from primary pupils…pupils…

Some identified goalsSome identified goals• an international dimension to mathematics through

teaching and learning about its history• an understanding of and comparison with different cultural

approaches • an interdisciplinary approach, in particular in relation to

visual and literary arts• to demonstrate mathematics as one of the most creative

human activities• the study of ‘old masters’ (offering a safe environment for

self-discovery and self-identification in the context of the history of mathematics)

• nurturing intellectual fascination with mathematical concepts

• an understanding of progress in mathematical sciences • the promotion of mathematics as one of the most

fascinating of human pursuits, • and part of the cultural heritage of all societies.

Example: The Egyptian Example: The Egyptian MedleyMedley - - Perimeter, Area, Volume and Perimeter, Area, Volume and

Pythagoras’ Theorem Pythagoras’ Theorem in 3din 3d

• familiarity with a range of concepts• taking possession of them• striving to understand when learning

increased when striving to explain the concepts to others

• organising the activity for the next generation– most useful and successful when there is a

practical task attached to the problem– logistical questions provide more opportunities for

taking ownership and pride in understanding a mathematical concept

What pupils gain?What pupils gain?• Pupils’ fears of mathematics dispelled and they want to

learn more

• Pupils become more engaged and motivated as they take charge of their learning through research and activities

• They should take greater responsibility to find things out and encourage each other to be more independent

• Tasks given in groups will enable them to become better team players

What pupils like with the history of maths is not necessarily what you would:

• Pupils favourite pages – excesses• Many thousands of decimal places of irrational numbers• Gory details from the history of mathematics