GERT SCHUBRING PDF

The final prices may differ from the prices shown due to specifics of VAT rules About this book Conflicts Between Generalization, Rigor, and Intuition undertakes a historical analysis of the development of two mathematical concepts -negative numbers and infinitely small quantities, mainly in France and Germany, but also in Britain, and the different paths taken there. This book not only discusses the history of the two concepts, but it also introduces a wealth of new knowledge and insights regarding their interrelation as necessary foundations for the emergence of the 19th century concept of analysis. The historical investigation unravels several processes underlying and motivating conceptual change: generalization in particular, algebraization as an agent for generalizing and a continued effort of intuitive accessibility which often conflicted with likewise desired rigor. By researching the development of the concept of negative and infinitely small numbers, the book provides a productive unity to a large number of historical sources. The result is a highly readable study of conceptual history and a new model for the cultural history of mathematics.

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This award is being granted to Gert Schubring in recognition of his outstanding contribution to research on the history of mathematics education. In his doctoral dissertation, defended in , Gert wrote on the genetic principle in approaching historical research in mathematics.

Afterwards, he extended his interests, producing wide-ranging writings on the history of mathematics education within and across countries, and publishing on the history of mathematics. By inviting us to place ourselves in front of a mirror, Gert also sparked interest in the history of earliest efforts in mathematics education, including the work of Felix Klein, on which Gert has recently co-edited the important book, The Legacy of Felix Klein , Springer.

His seminal works have helped to realize the importance of considering the social context in the study of the history of mathematics education.

If this field of research is now well acknowledged, it is in large part due to his theoretical and methodological contributions, as well as to his leadership in scientific communication.

This is yet another area of research that he helped to recognize as worth attention. Schubring has also laid out the formal structures that helped in turning the study of the history of mathematics education into an academic field.

Gert also co-edited the Handbook on the History of Mathematics Education published in , in which he contributed to four of the handbook chapters. He is co-editor of the new book series International Studies in the History of Mathematics and its Teaching, which includes the volume he edited himself, titled Interfaces Between Mathematical Practices and Mathematical Education.

His own book in the former field, Generalization, Rigor and Intuition, published in , is a major reference in the history of mathematics focused on 17th—19th—century mathematics. Additionally, several publications in mathematics education journals such as For the Learning of Mathematics introduced tools and concepts from the history of mathematics, such as methodologies for analyzing historical texts, that greatly enrich mathematics education research.

For decades, Gert has been actively promoting the study of the history of the field of mathematics education, while simultaneously conducting significant historical studies of his own. No other researcher has had a greater impact on establishing the social history of mathematics education as a dynamic field of scholarly endeavor.

His work has not only made us aware of the past of mathematics education but has also provided important insights into mathematics education as it stands today and sets directions for its future. It informs current teaching by showing ways in which historical mathematical texts can inspire pedagogy.

It makes us aware of future possibilities and of the fact that they do not have to be merely determined by the past, but rather can be moulded by new understandings of past practices, values and ways of thinking. All these important contributions make Professor Gert Schubring an eminently deserving recipient of the Hans Freudenthal Medal for On this page.

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Conflicts Between Generalization, Rigor, and Intuition

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Gert Schubring

This award is being granted to Gert Schubring in recognition of his outstanding contribution to research on the history of mathematics education. In his doctoral dissertation, defended in , Gert wrote on the genetic principle in approaching historical research in mathematics. Afterwards, he extended his interests, producing wide-ranging writings on the history of mathematics education within and across countries, and publishing on the history of mathematics. By inviting us to place ourselves in front of a mirror, Gert also sparked interest in the history of earliest efforts in mathematics education, including the work of Felix Klein, on which Gert has recently co-edited the important book, The Legacy of Felix Klein , Springer. His seminal works have helped to realize the importance of considering the social context in the study of the history of mathematics education. If this field of research is now well acknowledged, it is in large part due to his theoretical and methodological contributions, as well as to his leadership in scientific communication. This is yet another area of research that he helped to recognize as worth attention.

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