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**Harvard**

Bråting, K. och Pejlare, J. (2015) *On the relations between historical epistemology and students’ conceptual developments in mathematics*.

** BibTeX **

@article{

Bråting2015,

author={Bråting, Kajsa and Pejlare, Johanna},

title={On the relations between historical epistemology and students’ conceptual developments in mathematics},

journal={Educational Studies in Mathematics},

issn={0013-1954},

volume={89},

issue={2},

pages={251-265},

abstract={There is an ongoing discussion within the research field of mathematics education regarding the utilization of the history of mathematics within mathematics education. In this paper we consider problems that may emerge when the historical epistemology of mathematics is paralleled to students’ conceptual developments in mathematics. We problematize this attempt to link the two fields on the basis of Grattan-Guinness’ distinction between “history” and “heritage”. We argue that when parallelism claims are made, history and heritage are often mixed up, which is problematic since historical mathematical definitions must be interpreted in its proper historical context and conceptual framework. Furthermore, we argue that cultural and local ideas vary at different time periods, influencing conceptual developments in different directions regardless of whether historical or individual developments are considered, and thus it may be problematic to uncritically assume a platonic perspective. Also, we have to take into consideration that an average student of today and great mathematicians of the past are at different cognitive levels.},

year={2015},

keywords={History of mathematics, Mathematics education, Epistemology of mathematics, Recapitulation, History and heritage},

}

** RefWorks **

RT Journal Article

SR Electronic

ID 226683

A1 Bråting, Kajsa

A1 Pejlare, Johanna

T1 On the relations between historical epistemology and students’ conceptual developments in mathematics

YR 2015

JF Educational Studies in Mathematics

SN 0013-1954

VO 89

IS 2

SP 251

OP 265

AB There is an ongoing discussion within the research field of mathematics education regarding the utilization of the history of mathematics within mathematics education. In this paper we consider problems that may emerge when the historical epistemology of mathematics is paralleled to students’ conceptual developments in mathematics. We problematize this attempt to link the two fields on the basis of Grattan-Guinness’ distinction between “history” and “heritage”. We argue that when parallelism claims are made, history and heritage are often mixed up, which is problematic since historical mathematical definitions must be interpreted in its proper historical context and conceptual framework. Furthermore, we argue that cultural and local ideas vary at different time periods, influencing conceptual developments in different directions regardless of whether historical or individual developments are considered, and thus it may be problematic to uncritically assume a platonic perspective. Also, we have to take into consideration that an average student of today and great mathematicians of the past are at different cognitive levels.

LA eng

DO 10.1007/s10649-015-9600-8

LK http://dx.doi.org/10.1007/s10649-015-9600-8

LK http://publications.lib.chalmers.se/records/fulltext/226683/local_226683.pdf

OL 30