Article response 1: Why we teach math history

 

I think that there are elements of Math history that should be introduced into the classroom. For example, I believe it was the Greeks that invented the base 10 system and they also played a role in terms of how we operate our multiplication today. So many students can “game” the educational system today simply by memorizing concepts, formulas, or processes in order to attain a high grade. However, I think we should emphasize more on the process than the product and helping students to understand why they are making certain decisions in solving a problem. Incorporating elements of math history is essential to expand students understanding of basic mathematics such as arithmetic. Moreover, having an understanding of some of the proofs such as Euclid proofs can help build problem solving skills while also reinforcing learning in current mathematics. In fact, I believe there are ancient proofs that show a prior understanding of proof by induction, of course this is a concept taught at the college level, but I’m sure there are trig proofs that can be found as well in history of math and can reinforce a students’ learning by showing them other peoples’ perspectives.

 

Upon reading the article, many things stuck out for me. I agree wholeheartedly with the point made regarding the “form” involved in the nature of mathematics and how history can play a part in helping students understand the meaning of notation. Moreover, it can also allow them to understand where some of the terminology they use today originates from.

One other idea that connected with me is the idea that “math is an evolving and human subject rather than a system of rigid truths”. Moreover, this affective predisposition towards math is further countered in saying that mistakes are building blocks towards a solution. I think this is important to emphasize to students especially when working collaboratively for example on whiteboards. Part of getting to the solution is identifying what doesn’t work so you can find out what does work. Essentially using a process by elimination approach.

 

I have done guided practice before but never using mathematical history. I think it would be interesting to try out a suggestion brought up in this article whereby we omit a part of a historical mathematical idea, and see if students can identify the missing information.

I think incorporating the history of geometry could also yield some very interesting deductions from students. I also like the idea of using methods for example making use of counting on their fingers to make arithmetic multiplication possible. That being said while I see the benefit of making it possible for elementary students to multiply as they can be broken down into additions, the process would probably be too complicated for them especially in today’s society so I think it would be interesting to try it out or find a way to teach it. Overall though, I didn’t have too many changes in my thought process, most of my ideas were validated in the article.

 

Comments

  1. Erica HuangSeptember 13, 2024 at 3:29 PM

    Thank you for your thoughtful reflection, Zain! It's wonderful that you are already enthusiastic about incorporating history in math classes. Do you foresee any challenges doing so at the high school level? Great point about emphasizing collaboration!

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  2. Zain RehmtullaOctober 12, 2024 at 8:14 PM

    At the high school level, I don't forsee many challenges as their are many mathematical concepts that we can relate, solving systems of lin. eq's, the babylonian triples, etc. that we can connect. Moreover, high school minds are more developed so we could allow a space for more inquiry nevertheless.

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