Pub Date : 2023-05-04DOI: 10.1080/26375451.2023.2225798
Colin Wright
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Pub Date : 2023-01-02DOI: 10.1080/26375451.2023.2193113
{"title":"Prizes and awards","authors":"","doi":"10.1080/26375451.2023.2193113","DOIUrl":"https://doi.org/10.1080/26375451.2023.2193113","url":null,"abstract":"","PeriodicalId":36683,"journal":{"name":"British Journal for the History of Mathematics","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135754741","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-02DOI: 10.1080/26375451.2023.2184033
Isobel Falconer
It is a great honour to succeed Benjamin Wardhaugh as editor of the British Journal for the History of Mathematics. Benjamin was the first editor of the Journal but he followed a series of ‘giants’ in the British Society for the History of Mathematics. In February 1986, during Ivor Grattan-Guinness’ Presidency, Ron Gowing initiated a Society Newsletter, which ‘will circulate on occasion...with items of interest to members. They [were] invited to lend success to this venture by sending to Dr Gowing items that appear[ed] to be relevant’; a template was provided for such submissions which upheld scholarly standards by requiring not only the item but also a reference or source. The twin features of serving the interests of Society members and recording their activities, and of upholding scholarly standards, have been central ever since. The Newsletter developed under Ron Gowing, Robin Wilson, John Fauvel, and June Barrow-Green, first into the Bulletin under Jackie Stedall and then Tony Mann, and then to the Journal under Benjamin. The early Newsletters reveal also other continuities in the Society, some of them concerns that we may think of as recent. Newsletter 28, Spring 1995, is notable for being John Fauvel’s first as editor but containing his outgoing Presidential Address. It reveals that 50 years ago, in 1973 the President, Gerald Whitrow, was considering issues of imperialism and Indian mathematics in his Address ‘Henry Thomas Colebrooke (1765-1832) and Hindu mathematics’. John took ‘equal opportunities’ for the theme of his own address, weighing up the historiographic tensions inherent in ‘the impact of feminism, anti-racism and other socio-political movements on historical scholarship’, but also the tensions of social inclusivity and scholarly standards brought by ‘technological developments which are ensuring that more people have opportunities to travel, to communicate electronically, and indeed to study and research history of mathematics’. A ‘Computer Section’ to ‘share knowledge, experiences and awareness of technological developments which help in the practice of research and in the promulgation of the history of mathematics’ had started the previous year and the Newsletter had grown from 3 to 73 pages and was becoming
{"title":"Editorial","authors":"Isobel Falconer","doi":"10.1080/26375451.2023.2184033","DOIUrl":"https://doi.org/10.1080/26375451.2023.2184033","url":null,"abstract":"It is a great honour to succeed Benjamin Wardhaugh as editor of the British Journal for the History of Mathematics. Benjamin was the first editor of the Journal but he followed a series of ‘giants’ in the British Society for the History of Mathematics. In February 1986, during Ivor Grattan-Guinness’ Presidency, Ron Gowing initiated a Society Newsletter, which ‘will circulate on occasion...with items of interest to members. They [were] invited to lend success to this venture by sending to Dr Gowing items that appear[ed] to be relevant’; a template was provided for such submissions which upheld scholarly standards by requiring not only the item but also a reference or source. The twin features of serving the interests of Society members and recording their activities, and of upholding scholarly standards, have been central ever since. The Newsletter developed under Ron Gowing, Robin Wilson, John Fauvel, and June Barrow-Green, first into the Bulletin under Jackie Stedall and then Tony Mann, and then to the Journal under Benjamin. The early Newsletters reveal also other continuities in the Society, some of them concerns that we may think of as recent. Newsletter 28, Spring 1995, is notable for being John Fauvel’s first as editor but containing his outgoing Presidential Address. It reveals that 50 years ago, in 1973 the President, Gerald Whitrow, was considering issues of imperialism and Indian mathematics in his Address ‘Henry Thomas Colebrooke (1765-1832) and Hindu mathematics’. John took ‘equal opportunities’ for the theme of his own address, weighing up the historiographic tensions inherent in ‘the impact of feminism, anti-racism and other socio-political movements on historical scholarship’, but also the tensions of social inclusivity and scholarly standards brought by ‘technological developments which are ensuring that more people have opportunities to travel, to communicate electronically, and indeed to study and research history of mathematics’. A ‘Computer Section’ to ‘share knowledge, experiences and awareness of technological developments which help in the practice of research and in the promulgation of the history of mathematics’ had started the previous year and the Newsletter had grown from 3 to 73 pages and was becoming","PeriodicalId":36683,"journal":{"name":"British Journal for the History of Mathematics","volume":"38 1","pages":"1 - 2"},"PeriodicalIF":0.4,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48423106","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-02DOI: 10.1080/26375451.2023.2169567
Philippe Bernhard Schmid
During the early modern period, hundreds of editions of Euclid’s Elements of Geometry were printed. Individual copies of these editions were often read with pen in hand, resulting in a multitude of physical traces in the books, such as marginalia, notes or marks of ownership. Recent scholarship has emphasized the role of annotation and note-taking in the material history of reading. Owen Gingerich and Renée Raphael have shown that mathematical books were no exception to this, as many of the printed works of Copernicus and Galileo survive in annotated copies. This fascinating new volume of essays combines the material history of the book and the history of mathematical reading by asking how mathematical knowledge ‘got off the printed or manuscript page and into the minds and practices of its readers’ (p. 9). Published in the Material Readings in Early Modern Culture series, the study is based on two workshops organized by the Reading Euclid project at the University of Oxford. The volume focuses on mathematical reading in early modern Europe from the sixteenth to the eighteenth centuries, addressing mathematical texts both in print and in manuscript. The material use of mathematical books provides the main focus. Vincenzo De Risi’s chapter looks at readers’ diverse responses to Euclid’s Elements of Geometry, while Robert Goulding presents a close reading of the problem of proportion in Euclid’s textbook through the manuscript writings of Henry Savile (1549–1622). Mathematical textbooks in particular were heavily annotated by students, tutors or professionals. Some copies were customized, as readers introduced a table of contents or an index by hand. In a wide-ranging survey, Benjamin Wardhaugh discusses material evidence of mathematical practices in the ‘sociable space’ of the printed page. He concludes that elementary textbooks at school were ‘used most heavily and aggressively’, with pupils ‘adding, translating, marking, copying, and re-using’ handwritten notes (p. 243). Kevin Tracey focuses on useful mathematical knowledge in John Seller’s Pocket Book (1677), which was employed ‘as a theatre in which to rehearse and perform mathematical practices’ (p. 277). Building on the foundational study of
在近代早期，欧几里得的《几何原理》出版了数百种版本。这些版本的单本阅读时，往往是手拿笔，因此在书中留下了大量的物理痕迹，如旁注、注释或所有权标记。最近的学术研究强调了注释和笔记在阅读材料史中的作用。欧文·金格里奇(Owen Gingerich)和雷姆萨梅·拉斐尔(ren e Raphael)已经证明，数学书籍也不例外，哥白尼和伽利略的许多印刷作品都以注释的形式保存了下来。这本引人入胜的新书结合了这本书的材料历史和数学阅读的历史，探讨了数学知识是如何“从印刷或手稿中走出来，进入读者的思想和实践”(第9页)。该研究发表在《早期现代文化的材料阅读》系列中，基于牛津大学阅读欧几里得项目组织的两个研讨会。该卷侧重于数学阅读在早期现代欧洲从十六世纪到十八世纪，解决数学文本在印刷和手稿。数学书籍的材料使用提供了主要的焦点。文森佐·德·里西的章节考察了读者对欧几里得《几何要素》的不同反应，而罗伯特·古尔丁则通过亨利·萨维尔(1549-1622)的手稿，对欧几里得教科书中的比例问题进行了仔细阅读。尤其是数学教科书，学生、导师或专业人士都对其进行了大量注释。一些副本是定制的，因为读者手工介绍了目录或索引。在一项广泛的调查中，Benjamin Wardhaugh讨论了在印刷页面的“社交空间”中数学实践的物质证据。他的结论是，学校里的小学教科书“使用最频繁、最激进”，学生们“添加、翻译、标记、复制和重复使用”手写笔记(第243页)。凯文·特雷西在约翰·塞勒的《口袋书》(1677)中着重介绍了有用的数学知识，这本书被用作“排练和表演数学练习的剧院”(第277页)。在基础研究的基础上
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Pub Date : 2023-01-02DOI: 10.1080/26375451.2023.2168880
Jesús Eduardo Hinojos-Ramos, Diana del Carmen Torres-Corrales, Alberto Camacho-Ríos
We present the research outcomes of a project in Mathematics Education about the design and implementation of an instrument to learn the integral for the arc length of a function by using differential elements as the strategy for its construction. The research was done via a didactic intervention in a regular Integral Calculus course. The instrument was designed based on historical-epistemological analyses of the works of van Heuraet and Fermat. The main result of this research was that students achieve a more robust conceptualization of the integral for the arc length, supported by its construction with differential elements and its geometric foundation.
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Pub Date : 2022-12-02DOI: 10.1080/26375451.2022.2135298
Lene Birkeland, R. Nossum, R. Siegmund‐Schultze
In Sofya Vasilyevna Kovalevskaya’s memoirs there is a rather ambiguous story about how she came to understand trigonometric functions on her own as a teenager by reading the chapter on optics in Tyrtov’s elementary physics textbook. Furthermore, she claims that in so doing, she happened to follow ‘the same road that had been taken historically: that is, instead of a sine I used a chord’. We examine Tyrtov’s textbook in search of sources for such inspiration and quote hitherto unknown critical reactions to her autobiographical reflections by Kovalevskaya’s teacher I I Malevich. We conclude that Kovalevskaya’s memoirs may well be marred by personal interests and/or faltering memory. By adding new sources about Kovalevskaya’s early mathematical education and by critiquing some previously published reactions to the sine anecdote, we hope to contribute some nuances to the biographical literature on this world-famous pioneering female professor of mathematics.
在索菲亚·瓦西里耶夫娜·科瓦列夫斯卡娅的回忆录中，有一个相当模糊的故事，关于她是如何在十几岁的时候通过阅读蒂尔托夫的基础物理教科书中的光学章节而自己理解三角函数的。此外，她声称，在这样做的过程中，她碰巧遵循了“历史上走过的同样的道路:也就是说，我用和弦代替了正弦”。我们检查了蒂尔托夫的教科书，寻找这种灵感的来源，并引用了科瓦列夫斯卡娅的老师I I Malevich对她自传式反思的迄今未知的批评反应。我们的结论是，科瓦列夫斯卡娅的回忆录很可能受到个人利益和/或记忆衰退的影响。通过增加关于科瓦列夫斯卡娅早期数学教育的新资料，并通过评论一些先前发表的对这一轶事的反应，我们希望为这位世界闻名的开创性数学女教授的传记文学贡献一些细微差别。
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Pub Date : 2022-09-12DOI: 10.1080/26375451.2022.2109832
B. Lamichhane, Bal Chandra Luitel
The history of mathematics education in Nepal had not been explored until the end of the twentieth century. After exploration, it was not included in mathematics curricula due to the invasion of western modern mathematics since 1853. It is quite disheartening that the students who graduated from the university remained ignorant about Nepal's mathematics education history. Against this background, the central purpose of this argumentative paper is to explore oppressive forces behind colonial meddling and envisage an alternative anticolonial proposal of the history of mathematics education. By using anticolonial critical lens as a referent, I offer four phases-classical humanists, multi-epistemic, neo-colonial, and critical discourse – by challenging the linear, neutral, and informative ways of reading and writing history. These phases incorporate Nepal's rich socio-cultural, historical, and political landscape, contribute to creating new discourses and perspectives in mathematics education, and thus reconceptualize a history of mathematics education as a means of transformation.
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Pub Date : 2022-09-02DOI: 10.1080/26375451.2022.2085446
Anne van Weerden
Ever since the publication of Lewis Carroll’s Alice’s adventures in Wonderland (1866), interpretations of its apparent nonsense have been given. In 2009, Melanie Bayley added new interpretations, for instance, that the chapter about the mad tea-party mocked the quaternions of Sir William Rowan Hamilton. In 2017, Francine Abeles argued against Bayley’s quaternion interpretation of the tea-party, and these arguments will be supported and extended by showing that Bayley’s interpretation is based on erroneous assumptions about quaternions. It can be concluded that it is indeed very unlikely that Dodgson had the quaternions in mind when writing the tea-party chapter.
{"title":"Alice without quaternions: another look at the mad tea-party","authors":"Anne van Weerden","doi":"10.1080/26375451.2022.2085446","DOIUrl":"https://doi.org/10.1080/26375451.2022.2085446","url":null,"abstract":"Ever since the publication of Lewis Carroll’s Alice’s adventures in Wonderland (1866), interpretations of its apparent nonsense have been given. In 2009, Melanie Bayley added new interpretations, for instance, that the chapter about the mad tea-party mocked the quaternions of Sir William Rowan Hamilton. In 2017, Francine Abeles argued against Bayley’s quaternion interpretation of the tea-party, and these arguments will be supported and extended by showing that Bayley’s interpretation is based on erroneous assumptions about quaternions. It can be concluded that it is indeed very unlikely that Dodgson had the quaternions in mind when writing the tea-party chapter.","PeriodicalId":36683,"journal":{"name":"British Journal for the History of Mathematics","volume":"37 1","pages":"230 - 237"},"PeriodicalIF":0.4,"publicationDate":"2022-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47727989","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-02DOI: 10.1080/26375451.2022.2101799
I. Salas-García, I. Polo-Blanco, M. González-López
The article describes an instrument consisting of 46 indicators organised under 10 dimensions to assess the presence and educational utility of historical resources in secondary education mathematics textbooks. The instrument was constructed on the basis of previous research on the didactic use of the history of mathematics, existing instruments on the analysis of mathematics textbooks, and mathematics teachers’ assessments of the suitability of the indicators. The instrument can be used as a stand-alone tool or integrated into other procedures addressing textbook analysis more broadly. Its application is illustrated with a sample comparison of two secondary level mathematics textbooks. The instrument has proven to be a useful tool for comparing the historical resources in different publishers’ textbooks, for it enables secondary school mathematics teachers to base their choice of resources on an appraisal of the indicators most relevant to classroom teaching.
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