In most teacher training programs for Dutch mathematics teachers, history of mathematics is a required part of the curriculum. The courses provide historical background knowledge of certain mathematical developments to the students. This knowledge could also affect prospective teachers’ views on the nature of mathematics and the pedagogical choices they make for their classrooms. These effects have been examined in a small qualitative research project with two different groups of students from a teacher-training program in Amsterdam. The results are discussed in this paper and can be useful in describing and evaluating the relation between knowledge of history of mathematics and classroom activities.
This study focuses on the comparison of the English and the Dutch primary history curriculum regarding the understanding of historical time. We compare different aspects of both curricula that can apply to other subjects as well, for example the question ‘what age would be appropriate to start a subject in primary school?’ Here, we emphasize that exposure to different learning processes is more important than pupils’ age and maturity. Drawing on analyses of curriculum documents, surveys (n = 128) and interviews (n = 25), we explored how the understanding of historical time is addressed in the intended and the implemented primary curricula for history. The analysis of the data indicates that teachers in both countries do not teach all objectives of the understanding of historical time. Although in England the history curriculum starts earlier, the episodic structure of the curriculum is not very helpful to support pupils’ understanding of historical time. In the Netherlands the framework of 10 eras is mostly taught chronologically; however, neither the sequence nor the dates of historical periods are explicitly taught. Apparently, the teaching and learning of historical time in both countries needs improvement and we conclude with some suggestions to accomplish this.
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