Évelyne Barbin – författare

This book seeks to explore the history of descriptive geometry in relation to its circulation in the 19th century, which had been favoured by the transfers of the model of the École Polytechnique to other countries. The book also covers the diffusion of its teaching from higher instruction to technical and secondary teaching.

This book seeks to explore the history of descriptive geometry in relation to its circulation in the 19th century, which had been favoured by the transfers of the model of the École Polytechnique to other countries. The book also covers the diffusion of its teaching from higher instruction to technical and secondary teaching.

This book explores the evolving relationship between the history and epistemology of mathematics and mathematics education over the past fifty years. Beginning with the international movement that emerged in the 1970s, it celebrates the enduring and expanding role of historical and epistemological perspectives in shaping teaching practices.Organized into seven thematic sections, the volume examines core issues such as how historical and epistemological insights enhance understanding of mathematical concepts, interdisciplinarity as a tool for teaching, and innovative approaches to teacher training. It also delves into the use of historical problems, ancient texts, and textbooks as teaching resources, alongside an analysis of the social and political dimensions of mathematics education.Special attention is given to the impact of the "modern mathematics" reform and its legacy in rekindling interest in the history of mathematics in education. Featuring contributions from diverse geographical and historical contexts, this book is an essential resource for teachers, researchers, and anyone passionate about the rich interplay of history, epistemology, and mathematics.

This book brings together 10 experiments which introduce historical perspectives into mathematics classrooms for 11 to 18-year-olds. The different chapters refer to ancient Greek, Indian, Chinese and Arabic mathematics as well as to contemporary mathematics.

This book brings together 10 experiments which introduce historical perspectives into mathematics classrooms for 11 to 18-year-olds. The different chapters refer to ancient Greek, Indian, Chinese and Arabic mathematics as well as to contemporary mathematics.

The aim of this book is to analyse historical problems related to the use of mathematics in physics as well as to the use of physics in mathematics and to investigate Mathematical Physics as precisely the new discipline which is concerned with this dialectical link itself.