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MTE3106

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LEARNING OUTCOMES:

Be able to choose appropriate and relevantjournal/article in the internet/resourcecenter.

Be able to integrate journal/article in

teaching and learning Mathematics

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articles represent research notpreviously published (i.e., firstdisclosure..)

articles are reviewed by peers beforebeing accepted or rejected by a journal

articles are archival (i.e., retrievable forfuture reference)

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Formal in format

Sources are cited with footnotes

or a bibliography at the end ofthe article

Authors are scholars andresearchers in the field and areidentified as such

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Purpose of the article is to publishthe results of research

Publisher may be a professionalorganization, research institution;

usually not-for-profit

Graphics are usually statisticalillustrations, in black-and-white

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One of the most popular free websites tosearch for journals/articles is ERIC (EducationResources Information Center

http://www.eric.ed.gov/

Example of journal/article is Latihan danPenggunaan Teknologi Dalam P & P Guru-Guru

http://www.eric.ed.gov/http://www.eric.ed.gov/

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Incorporating primary sources is not good orbad in itself.

We need to establish the aims, including thetarget population, the kind of source thatmight be suitable and the didacticalmethodology necessary to support itsincorporation.

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Replacement replaces the usual with something different: it

allows mathematics to be seen as an intellectualactivity, rather than as just a corpus of knowledge

or a set of techniques. reorientation

challenges ones perceptions through making thefamiliar unfamiliar.

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cultural understanding invites us to place the development of mathematics

in the scientific and technological context of aparticular time and in the history of ideas and

societies, and also to consider the history ofteaching mathematics from perspectives that lieoutside the established disciplinary subjectboundaries.

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clarify and extend what is found in secondarymaterial,

uncover what is not usually found there,

discern general trends in the history of a

topic (secondary sources are usually all topicschronological accounts, and some topics arevery briefly treated or omitted altogether),and

misrepresentations found in the literature.

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a common belief held by many, teachers andstudents alike, about the static nature ofmathematical concepts

once a concept is defined, it remainsunchanged.

provide lively examples of how differentrepresentational systemswere used in thepast.

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The idea of truth is relative can be seen when weconsider how the significance of proof has changedin history (Barbin 1994).

Illuminating to study examples of doubts anderrors which arose when mathematicians were

working on new problems and concepts.

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Contributed to our understanding of thecultural context is an excellent opportunity,or a necessary reason, for relatingmathematics to other fields of knowledge

(see Furinghetti & Somaglia 1998)

Sources become an interlocutor to beinterpreted, to be questioned, to be answeredand to be argued with.

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primary sources are simpler and friendlierthan their later elaboration.

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most reasonable way to learn about thecentral topics taught in schools in the past,curricular trends in general and variousapproaches to learning and teaching.

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Rediscover and emphasise the heritage of theculture in which students learn.

As most cultures have written mathematicaldocuments, it is not hard to find appropriatesources suitable for classroom use orteachers workshop

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Assignment

Search for two journals/articles suitable andrelated to the pedagogical content and kitswhich help in teaching and learningmathematics in the classroom.

Write the issue discuss of your journal/articleobtained.

Find out what is the beneficiary to you as ateacher.

Present the journals/articles in your portfolio.

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Jahnke, H. N. et. al (2000).

History in mathematics education: the ICMIstudy, Dordrecht: Kluwer, pp. 291-328