A brief history of mathematics education in Turkey: K-12 mathematics curricula

In this study, we survey the history of mathematics education in Turkey starting with its historical roots in the foundation of the republic. The changes in mathematics education in Turkey over the last century are investigated through an analysis of changes in curricular documents for K-12 schools. We consider the factors and reasons affecting curriculum developments, changes in philosophy and structure in terms of standards, objective and instructions. This article utilizes archival research techniques by examining original sources and illustrates the nature of the changes benefiting from a historical perspective. As a result of such analysis of the aforesaid sources, we have seen that the main reasons for changing mathematics curricula are: to build up a modern civilization in Turkey; the reports of John Dewey and the recommendations of Kate Wofford, William C. Varaceus and Watson Dickerman; the desire to become a member of the European Union; international factors and political situations.     

A survey of advanced mathematics topics: a new high school mathematics class

The number of students pursuing undergraduate degrees in mathematics is decreasing. Research reveals students who pursue mathematics majors complained about inadequate high school preparation in terms of disciplinary content or depth, conceptual grasp, or study skills. Unfortunately, the decrease in the number of students studying advanced mathematics occurs at a time when the world's technological drive demands students have improved critical thinking and problem-solving skills. This paper suggests one solution for this alarming problem: a high school class offered to seniors as a means of preparing them for the rigours of college level mathematics while simultaneously increasing their motivation to pursue advanced mathematics. This paper provides the course scope, goals, structure, and analysis of how the curriculum aligns to professional standards. Although this programme has not currently been field tested, the authors are convinced of its impact. Once implemented and properly taught, the proposed Survey of Advanced Mathematics Topics class could increase the quantity and quality of students pursuing studies in mathematics at the university level.     

Journey to the center of mathematics

Opening a copy of The Mathematical Intelligencer you may ask yourself uneasily, “What is this anyway—a mathematical journal, or what?” Or you may ask, “Where am I?” Or even “Who am I?” This sense of disorientation is at its most acute when you open to Colin Adams’s column. Relax. Breathe regularly. It’s mathematical, it’s a humor column, and it may even be harmless.     

A survey of mathematics undergraduates' interaction with proof: some implications for mathematics education

Proving is an essential activity in mathematics but there are serious difficulties encountered by mathematics undergraduates in engaging with proof in the intended way. This article presents an initial analysis of (i) a quantitative study of a large sample of UK mathematics undergraduates which describes their declared perceptions about proof, and (ii) a qualitative study of a subsample of these students which analyses their actual proof perceptions as well as their actual proof practices. A comparison is also made between their publicly declared perceptions of proof and their personal proclivities in proving.     

Towards an authentic teaching of mathematics: Hans-Georg Steiner’s contribution to the reform of mathematics teaching

Hans-Georg Steiner was the “motor of the reform” of mathematics education in Germany. His main concern was to promote authentic teaching. His suggestions for teaching mathematical structures stimulated the process of reform, but were criticised as well. Two controversies are studied in this paper. The controversy with Detlef Laugwitz in 1965 was about the dichotomy “axiomatics vs. constructiveness”. Another controversy with Alexander Wittenberg in 1964 was about the problem of “elementary”. The following considerations can show the need for fundamental didactical analyses in mathematics education, as they were initiated by Hans-Georg Steiner.     

A brief chronological and bibliographic guide to the history of Chinese mathematics

The history of Chinese mathematics remains largely unknown in the West. This situation is the result of several factors: geographic, political, and linguistic. Few Western scholars possess the necessary facility in the Classical Chinese language to seek information about Chinese mathematics from primary sources. Yet despite the deficiency, there does exist a rich, albeit dispersed, literature on the history of Chinese mathematics in Western languages. The purpose of this contribution in to call the reader's attention to this literature and to the history of Chinese mathematics in general.     

A guide to the establishment of a successful mathematics learning support centre

In October 1996 the Mathematics Learning Support Centre at Loughborough University was established as part of the Department of Mathematical Sciences. The purpose of the Centre was to provide a range of resources and services for students, over and above those normally available. Almost immediately it proved to be an asset to Loughborough and it is now supported by all faculties and caters for students throughout the university. This article describes the philosophy behind its development and details a wide range of practical issues. As such, it is a case study of one particular support centre. The author hopes that the information contained herein will be of interest and help to those considering developing supplementary ways of supporting the learning of mathematics in their own institutions.     

New technology: an example of the potential to influence the mathematics curriculum

The mathematics behind the design and use of bar codes is outlined. The paper makes the point that while recent technological developmens are being used to enhance the way mathematics is taught, there is another equally important aspect of new technology. This is the mathematics needed to develop the technology which could influence future mathematics curricula in schools and colleges. This aspect is explained by looking closely at the mathematics used in bar code design.     

History of Greek mathematics: A survey of recent research

This survey reviews research in four areas of the history of Greek mathematics: (1) methods in Greek mathematics (the axiomatic method, the method of analysis, and geometric algebra); (2) proportion and the theory of irrationals (controversies over the origins of the theory of incommensurables); (3) Archimedes (aspects of controversies over his life and works); and (4) Greek mathematical methods (including discussion of Ptolemy's work, connections between Greek and Indian mathematics, the significance of Greek mathematical papyri, Arabic texts, and even archaeological investigations of scientific instruments).