Integrating the History of Mathematics in the Classroom - Discussion Post

Prior to reading this article, I had an uncertain belief that the history of mathematics could play a role in teaching math. I recall reading a history of Greek mathematics as an undergraduate – this book made me feel as though I was the one ‘discovering’ mathematics. I believe such experiences are more accessible in universities (relative to secondary schools) because this feeling of discovery goes hand-in-hand with the creative side of mathematics. To inspire mathematical creativity in high schools, I frequently see the inclusion of ‘math-games’. This inclusion ‘feels’ correct, however the mathematics often feels arbitrary and disconnected from the curriculum. I am curious if history can act as a bridge between curriculum and the more playful, creative side of mathematics.

While initially reading the article’s list of ‘Objections to the incorporation of the history of mathematics’, I noticed many of the same objections had been made in Skemp’s article explaining why teachers opt to teach instrumental rather than relational mathematics. In particular – Lack of time, difficulty with examination, lack of teach expertise, and overburdened syllabi making new incorporations difficult. I speculate that the incorporation of the history of mathematics will be essential in the transition from teaching instrumental mathematics to teaching relational mathematics.

I felt a connection with the assertion that the history of mathematics will allow students to see math as beautiful, creative, and dynamic, rather than a purely formal and rigid science. Particularly 7.4.6 (i) ‘Errors’ presents opportunities for students to see the natural and intuitive side of mathematics. I feel strongly that activities based around historical errors can help cultivate the feeling of discovery I previously mentioned.

I finished this reading feeling excited. I see concrete ways that incorporating history can enrich the learning experience, specifically in providing context, motivation, and creative inspiration for students. I have a stronger belief that we can use history cultivate a feeling of discovery and creativity in the classroom. Lastly, I am still uncertain as to how this type of information will ‘land’ for young mathematicians. I worry that those expecting purely instrumental understanding will be uninterested in (what may seem like) an arbitrary history.