This article discusses an empirical study on the use of history as a goal. A historical module is designed and implemented in a Danish upper secondary class in order to study the students' capabilities at engaging in meta-issue discussions and reflections on mathematics and its history. Based on videos of the implementation, students' hand-in essay assignments, questionnaires, and follow-up interviews, the conditions, sense, and extent to which the students are able to perform such discussions and reflections are analyzed using a described theoretical framework. © 2009 Springer Science+Business Media B.V.
CITATION STYLE
Jankvist, U. T. (2010). An empirical study of using history as a “goal.” Educational Studies in Mathematics, 74(1), 53–74. https://doi.org/10.1007/s10649-009-9227-8
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