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.17 (2016)
Keywords:Diachronic and Synchronic Reading, Empirical Research, History of mathematics, Mathematics Preservice Teachers Training, Reading of Historical Texts
This paper tries to highlight some difficulties that have been encountered during the implementation of reading activities of historical texts in the preservice teachers training context. During a history of mathematics course offert at the Université du Québec à Montréal, seven reading activities have been constructed and implemented in class. Looking to articulate both synchronic and diachronic reading, numerous efforts have been deployed in order to do not uproot the text and his author from their socio-historical and mathematical context. We try here to describe the teaching difficulties that we have encountered in this context and to identify the possible sources and solutions to these problems. Furthermore, we question these concepts of synchronic and diachronic reading in this context. Examples of interactions between students, as well as the trainer, engaged in the reading of historical texts are provided and presented by the mean of sketches
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