英语翻译Historical support for particular subjects Man-Keung Siu

英语翻译
Historical support for particular subjects
Man-Keung Siu
with Giorgio T.Bagni,Carlos Correia de Sa,Gail FitzSimons,Chun Ip
Fung,H¨¦l¨¨ne Gispert,Torkil Heiede,Wann-Sheng Horng,Victor Katz,
Manfred Kronfellner,Marysa Krysinska,Ewa Lakoma,David Lingard,Joo
Pitombeira de Carvalho,Michel Rodriguez,Maggy Schneider,Constantinos
Tzanakis,Dian Zhou Zhang
Abstract:
This chapter provides further specific examples of using historical mathematics in
the classroom,both to support and illustrate the arguments in chapter 7,and to indicate the
ways in which the teaching of particular subjects may be supported by the integration of
historical resources.
8.1 Introduction
Some of the ways in which history of mathematics can help mathematics students,
teachers and researchers were examined in the previous chapter.Reasons were put
forward for concluding that history can help us to
(i) grasp more profoundly the meaning of concepts,theories,methods and proofs
in mathematics;
(ii) identify crucial steps,difficulties and obstacles in the evolution of a subject;
(iii) organise teaching better and provide motivation for the study of a subject;
(iv) build up a reservoir of examples,problems and alternative viewpoints about a
subject;
(v) appreciate mathematics better as a creative process;
(vi) see mathematics as a human endeavour which is related to other human
activities;
(vii) maintain an open and humane attitude towards the study of mathematics.
Many examples were given to illustrate various ways of implementing the
integration of history of mathematics with mathematics teaching in mathematics

特定主题的历史支持
文强小
乔治T.巴尼,卡洛斯科雷亚DE SA,盖尔菲茨西蒙斯,春叶澍
冯,H°|升“NE Gispert Torkil Heiede,万晟鸿,维克多卡茨,
曼弗雷德Kronfellner,Marysa Krysinska,埃娃Lakoma,大卫Lingard,乔 O
Pitombeira德卡瓦略,米歇尔罗德里格斯,“玛吉施耐德,康斯坦丁
Tzanakis,张滇周
摘要：
本章提供了进一步具体的例子,在使用历史数学
课堂上,既要支持和说明在第7章的论点,并说明
特定主题的教学方式,可能被整合的支持
历史资源.
8.1简介
数学史可以帮助学生学习数学的方法,使一些
在前面的章节中,教师和研究人员进行了检查.原因是把
得出结论认为,历史可以帮助我们
（一）更加深刻地把握概念,理论,方法和证据的含义
在数学;
（ii）确定的一门学科的演变中的关键步骤,困难和障碍;
（三）组织教学效果更好,并提供课题研究的动机;
（四）建立一个有关的例子,问题和其他观点水库
主题;
（五）更好地欣赏数学作为一个创造性的过程;
（六）作为一个人的努力,这是关系到其他人类数学
活动;
（七）维持一个开放和人道的态度,对数学的研究.
许多例子来说明各种方式实施
数学史与数学在数学教学中的整合