1. History of Mathematics - for young mathematicians

2. Initial impetus The prevailing modern view of mathematical ability one which entails creativity and transcends the more limited concept of technical ability little widely available material to introduce the secondary school age children to the world of ‘creative’ mathematics main aim to inspire young mathematicians help them gain an insight into the various techniques of research, analysis and synthesis of mathematical thought majority of the current resources university and post-graduate level students some resources can be used by teachers but very few by children

3. General thoughts - secondary school… increase pupils’ motivation in learning mathematics through ‘story-telling’ improve pupils’ understanding of the subject through contextual learning; enable pupils to gain skills in structuring their knowledge and linking different mathematical concepts through their increased knowledge of the development of mathematical concepts

4. General thoughts on the KS3 & the History of Maths importance of ‘story-telling’ in creating a safe and familiar environment dispel fear of both mathematics and the secondary school

5. Findings of research with secondary pupils showed that… pupils seemed to remember the mathematical skill and its application better when they learnt about the context in which the skills were first used the acquisition of mathematical skills became more meaningful when they knew the historical background the pupils started making links between mathematical concepts, the historical developments and personalities they learnt about they were able to identify with the role models and gained greater motivation for the learning of the subject.

6. Some feedback from primary pupils…

7. Some identified goals an international dimension to mathematics through teaching and learning about its history an understanding of and comparison with different cultural approaches an interdisciplinary approach, in particular in relation to visual and literary arts to demonstrate mathematics as one of the most creative human activities the study of ‘old masters’ (offering a safe environment for self- discovery and self-identification in the context of the history of mathematics) nurturing intellectual fascination with mathematical concepts an understanding of progress in mathematical sciences the promotion of mathematics as one of the most fascinating of human pursuits, and part of the cultural heritage of all societies.

8. Example: The Egyptian Medley - Perimeter, Area, Volume and Pythagoras’ Theorem in 3d familiarity with a range of concepts taking possession of them striving to understand when learning increased when striving to explain the concepts to others organising the activity for the next generation –most useful and successful when there is a practical task attached to the problem –logistical questions provide more opportunities for taking ownership and pride in understanding a mathematical concept

12. What pupils gain? Pupils’ fears of mathematics dispelled and they want to learn more Pupils become more engaged and motivated as they take charge of their learning through research and activities They should take greater responsibility to find things out and encourage each other to be more independent Tasks given in groups will enable them to become better team players What pupils like with the history of maths is not necessarily what you would: Pupils favourite pages – excesses Many thousands of decimal places of irrational numbers Gory details from the history of mathematics