Learning as a critical encounter with the other: prospective teachers conversing with the history of mathematics
Luis Radford|George Santi
In this paper, drawing on the philosophy of dialectical materialism, we present an elaboration two concepts that tend to remain backstage in debates field history mathematics education, namely, concept learning and classroom knowledge. The these makes room return longstanding question role education. We argue education is not a choice but need-a central part process understanding our human nature as essentially historical cultural. illustrate ideas through analysis encounter group prospective teachers with 14th century problem about motion. students engaged critically conversations voices past, while restoring aesthetic, ethical, dimensions knowing learning.
ZDM – Mathematics Education|PubMed Central|PubMed