Using the History of Mathematics as a Methodological Strategy to Understand Gaspar Nicolas' 'Errors'
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| Title: | Using the History of Mathematics as a Methodological Strategy to Understand Gaspar Nicolas' 'Errors' |
|---|---|
| Language: | English |
| Authors: | Teresa Costa Clain (ORCID |
| Source: | International Electronic Journal of Mathematics Education. 2025 20(4). |
| Availability: | International Electronic Journal of Mathematics Education. Suite 124, Challenge House 616 Mitcham Road, CR0 3AA, Croydon, London, UK. Tel: +44-208-936-7681; e-mail: iejme@iejme.com; Web site: https://www.iejme.com |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Secondary Education |
| Descriptors: | Mathematics Education, Mathematics, History, Mathematical Concepts, Problem Solving, Error Patterns, Mathematical Logic, Professional Personnel, Foreign Countries, Secondary School Mathematics, Secondary School Students, Geometry |
| Geographic Terms: | Portugal |
| ISSN: | 1306-3030 |
| Abstract: | Two problems, both from Gaspar Nicolas' "Tratado da Prática d'Arismética", published in 1519 are considered in this study. The tasks were carried out using pencil, paper and students from Portuguese schools. The aim was to explore the following students' performances: 1. The students were able to recognize the "error", explaining it by using a coherent procedure. 2. The students argued why this answer is wrong/incomplete. 3. The solutions of some students present a good concept and clarity of procedure, compared to aspects omitted in historical literature. 4. The students understood the importance of knowing the "errors" made by famous mathematicians in two related aspects: mathematics is a human activity prone to errors and, consequently, the fear of making errors should not be an obstacle to learning math at school. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1486691 |
| Database: | ERIC |
| Abstract: | Two problems, both from Gaspar Nicolas' "Tratado da Prática d'Arismética", published in 1519 are considered in this study. The tasks were carried out using pencil, paper and students from Portuguese schools. The aim was to explore the following students' performances: 1. The students were able to recognize the "error", explaining it by using a coherent procedure. 2. The students argued why this answer is wrong/incomplete. 3. The solutions of some students present a good concept and clarity of procedure, compared to aspects omitted in historical literature. 4. The students understood the importance of knowing the "errors" made by famous mathematicians in two related aspects: mathematics is a human activity prone to errors and, consequently, the fear of making errors should not be an obstacle to learning math at school. |
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| ISSN: | 1306-3030 |
