Publication Type:Journal Article
Source:MENON ©online Journal Of Educational Research, 2nd Thematic Issue, University of Western Macedonia - Faculty of Education, Issue 2, Florina, Greece, p.27 (2016)
Keywords:genesis of geometry, higher education, mathematical belief systems, secondary school mathematics, transition problem
In spring 2015 the authors taught an intensive seminar for undergraduate mathematics students, which addressed the transition problem from school to university by bringing to the fore concept changes in mathematical history and the learning biographies of the participants. This article describes how the concepts of empirical and formalistic belief systems can be used to give an explanation for both transitions – from school to university mathematics, and, for secondary mathematics teachers, back to school again. The usefulness of this approach is illustrated by outlining the historical sources and the participants’ activities with these sources on which the seminar is based, as well as some results of the qualitative data gathered during and after the seminar.
The full article can be found here.