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Communication Dans Un Congrès Année : 2023

An outcome of debating infinitesimals via primary sources: access to the practice of developing mathematics

Mark Watford
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Résumé

Building on the work that engagement with primary historical sources provides students with rich opportunities to reach new understandings about mathematics, we present the case of one university student’s (Renae) experience with a debate activity in a history of calculus course. Our analysis, informed by the theory of mathematical transgressions in which transgressive actions propel students beyond a barrier to outcomes of new upper levels of mathematical understanding revealed several notable outcomes. For this paper, we focus on one outcome of participating in the debate activity: access to practitioner practice, grounded in Lave and Wenger’s situated theory of learning. The dimension of access gained by Renae was insight that mathematics, specifically the concept of infinitesimals, is developed via critique and argumentation. We conjecture that transgressing via the debate activity may foster rich connections from the historical to modern perspective.
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hal-04422682 , version 1 (28-01-2024)

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Mark Watford, Kathleen Michelle Clark. An outcome of debating infinitesimals via primary sources: access to the practice of developing mathematics. Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13), Alfréd Rényi Institute of Mathematics; Eötvös Loránd University of Budapest, Jul 2023, Budapest, Hungary. ⟨hal-04422682⟩

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