Some Issues About the History of Mathematics Within Teacher Training, and Vice VersaToeplitz Colloquium
by
Endenicher Allee 60/1-016 - Lipschitzsaal
Mathezentrum
What good does it do for future or practicing teachers to engage with research questions in the history of mathematics? This question is a subset of the broader issue of integrating a historical perspective into mathematics teaching and teacher training. I argue that it is most fruitfully understood when paired with its quasi-converse: What good does it for historians of mathematics to collaborate with teachers or other professionals interested in disseminating the spirit and results of historical research? I will draw on my own experience as both a teacher trainer (working in the near suburbs of Paris) and a historian involved in the critical online edition of Diderot’s and D’Alembert’s Encyclopédie (ENCCRE, https://enccre.academie-sciences.fr/encyclopedie/ ). I will also reference the more theoretical work I have pursued with other colleagues of mine, exploring concepts as “boundary” or “intermediary objects” to conceptualize situations where researchers and other professionals – including teachers – must cooperate (Alain Bernard et Loïc Petitgirard, « L'histoire des sciences et des techniques dans cinq dispositifs innovants de formation professionnelle : une analyse comparative », Tréma 48, 2018)”.