History in mathematics teaching: current problems and new proposals
Résumé
In the light of recent works on the use of the history of mathematics in education, this article offers an analysis of the theoretical issues that arise in such studies. After the presentation of some intrinsic difficulties of a good definition of the different fields involved (a discipline, its didactic and its history), some new elements for a didactical analysis (double field hypothesis, double field paradox and its handling) are proposed. Applied on a few examples, these concepts are aimed at being part of a new framework for empirical studies on the use of history of mathematics in education.
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