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An investigation into how the learning and teaching of mathematics can be improved through integrating the history of mathematics into all aspects of mathematics education: lessons, homework, texts, lectures, projects, assessment and curricula. Most of the leading specialists in the field have contributed to this book, whose topics include the integration of history in the classroom, its value in the training of teachers, historical support for particular subjects and for students with diverse educational requirements, the use of original texts written by great mathematicians of the past, the epistemological backgrounds to choose for history, and non-standard media and other resources, from drama to the Internet. Resulting from an international study on behalf of ICMI (the International Commission of Mathematics Instruction), the book draws upon evidence from the experience of teachers as well as national curricula, textbooks, teacher education practices, and research perspectives across the world. Together with its 300-item annotated bibliography of recent work in the field in eight languages, the book provides firm foundations for future developments. Focusing on such issues as the many different ways in which the history of mathematics might be useful, on scientific studies of its effectiveness as a classroom resource, and on the political process of spreading awareness of these benefits through curriculum design, the book should be of particular interest to teachers, mathematics educators, decision-makers and concerned parents across the world.
