Using History in Teaching Algebra at the Teachers College

The background of this thesis is the changes in the
curricula of the educational system in Norway at the
end of the previous century, especially emphasising
the education in mathematics at Teachers Colleges in

1993. History of mathematics is part of the
      curriculum in the teacher education program and I
      have chosen algebra as a mathematical topic to teach
      the history of mathematics to the student teachers.
      The goal is to give the students both historical
      knowledge and enhances their mathematical knowledge.
      First I give a theoretical background for different
      ways of using the history of mathematics as a
      guideline in the teaching of mathematics. In specific
      the historical expressions of algebra are explained
      as well as problems connected to teaching the concept
      of algebra as it is used in Norwegian schools today.
      I have chosen to describe some parts of the
      development of algebra through different epochs and
      from different sources in history. A set of problems
      based on historical sources was composed and given to
      student teachers that solved the problems and gave
      their comments about their experiences from this work.

      Autorentext

      Tone Bulien is working as an associated professor at BodoeUniversity College in Norway. She has a PhD in mathematicseducation and teaches mathematics at the teacher educationprograms. This book is her Master thesis with a few changes toadjust to an international public.

      Klappentext

      The background of this thesis is the changes in thecurricula of the educational system in Norway at theend of the previous century, especially emphasisingthe education in mathematics at Teachers Colleges in1993. History of mathematics is part of thecurriculum in the teacher education program and Ihave chosen algebra as a mathematical topic to teachthe history of mathematics to the student teachers. The goal is to give the students both historicalknowledge and enhances their mathematical knowledge.First I give a theoretical background for differentways of using the history of mathematics as aguideline in the teaching of mathematics. In specificthe historical expressions of algebra are explainedas well as problems connected to teaching the conceptof algebra as it is used in Norwegian schools today.I have chosen to describe some parts of thedevelopment of algebra through different epochs andfrom different sources in history. A set of problemsbased on historical sources was composed and given tostudent teachers that solved the problems and gavetheir comments about their experiences from this work.