Abstract

This is a record -breaking year in mathematics education. The discussion draft of the long awaited Principles and Standards for School Mathematics published by the National Council of the Teachers of Mathematics has made its way into the hands of the mathematics community. Like many issues in mathematics education, there is much debate over the contents of this document. This paper discusses one such source of debate: Why is the history of mathematics an omitted from this topic?

In this paper, I give a brief overview of the contents of the Standards 2000 and what this document means for the future of mathematics education. The expectations outlined in the document will prove very useful for our nation’s children. It leads us in the right direction in the future; however, a discussion of the future of mathematics education is incomplete without a discussion of its past. The history of mathematics offers our students needed insights into the developmental nature of mathematics, provide motivation for teaching the subject, and can be used as a guide in determining what is important to teach and why. Many of the goals outlined in the Principles and Standards would be better met through the integration of history in the curriculum form grades Pre- K through 12.

Many of the arguments against using history is included such as: it is not relevant to teach this students, incorporating history will take time away from learning real mathematics and by incorporating history into the classroom, the curriculum will somehow be "watered down." These attacks are addressed and a detailed well research argument for teaching history is developed. In the next section, the many advantages of the history of mathematics are discussed. : History can be a rich source of authentic problems or students, and looks at the development of the complex numbers and allows students to see the various ways that they have been viewed and interpreted over time.

Also teaching history can serve as a motivation for students by providing them with positive mathematical role models and a multicultural view of mathematics and mathematicians. They can recognize the cultural, ethnic and gender diversity present in mathematics and this can foster a "I can do math" attitude in all students. The students also gets to see that mathematics did not evolve in a vacum and that the subject developed in the context of society and culture. Many political, social and intellectual schools of thought can be looked at through mathematical history.

After developing a strong case for why it is important to incorporate the history of mathematics into the standards, I give an outline as to how and where in the document it should be placed. It would best be integrated into each of the principles and standards, but particular focus should be given to the Equity, Mathematics Curriculum and Teaching Principles and the Problem Solving, Reasoning and Proof, Communications and Connections Standards. The equity principle advocates "mathematics for all." What better way to promote this ideology than through history? Again, detailed, documented support is given for how teaching history can be used to help teach problem solving, reasoning and proof, communications, and connections. The paper ends with some practical advice and activities that can be incorporated in various subjects ranging from place value to geometry and algebra.