>From: Frank Gardella <email@example.com> >Reply-To: firstname.lastname@example.org >To: email@example.com >Subject: Re: History >Date: Sat, 02 Sep 2000 00:51:34 -0400 > ><<Wayne Bishop wrote: > >Too many of our education students take history of mathematics as a way to >*avoid* mathematics >> > > > >Does anyone know where this is actually happening? If it does happen, it >should be changed. If it doesn't, then this is the type of generalization >which does no one any good. > >Also, I thinkt a history of mathematics education must include a thorough >study of the many reform movements and what caused them. > >It would be interesting to add to David Slavit's list. No paragraphs. >Just >outline notes to add to David's great start. > >Take care, > >Frank Gardella >Hunter College
While we wait for some proof of yet another fascinating claim, I'd like to thank those who have provided substantive replies and useful information on what might make for an effective history of mathematics course. It's unfortunate that some people are so insecure that they not only need to attack teaching the pedagogical and philosophical aspects of mathematics, but the study of its history as well.
One wonders what the great polymath, Leibniz, would have thought of such narrow minds.
p.s.: It's 9/2 and the list seems to yet live. ------ Michael Paul Goldenberg Washtenaw Technical Middle College 5900 Bridge Rd #715 LA 230L Ypsilanti, MI 48197 Ann Arbor, MI 48106
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"Truth is a mobile army of metaphors." Friedrich Nietzsche