Illustrating mathematics in the making through history: Creating inquiry-reflective learning environment in mathematics
In this talk we will explore how we through history can invite students into the "lab" of mathematics where mathematical knowledge is created. We will address questions such as: How can students be brought in contact with mathematical research? How can they obtain insights into how mathematics is generated and developed? How can they come to identify and reflect upon activities that mathematicians engage in while conducting research? We use the term inquiry-reflective learning environment to designate a learning environment that provides opportunities for students to gain such kinds of insights, and we will illustrate how such learning environments can be established through history and working with original sources. Two examples from tertiary and secondary education respectively will be used as concrete examples: (1) Experiences from the mathematics program at Roskilde University in Denmark with problem-oriented project learning and (2) and experimental course on the history of the function concept that was taught over a couple of weeks in an ordinary Danish high school.
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