HPM 2024 Meeting
Schedule, 1–5 July, Sydney
The
schedule below is available for download as a pdf here.
Abstracts for all
sessions are available on the HPM 2024 website.
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Monday |
Tuesday |
Wednesday |
Thursday |
Friday |
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9 |
OPENING |
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9:30 |
Plenary Lecture (Theme 7) Lesley Ward From the Marriage Bar to the Hypatia
Scholarship: |
Plenary Lecture (Theme 3) Clemency Montelle Historical Tangents! Original
Sources from |
Plenary Lecture (Theme 1) David Guillemette An Ethical Perspective on the History of Mathematics in Mathematics
Education |
Plenary Lecture (Theme 6) Ysette Weiss Globalization through the Lens of |
Plenary Lecture (Theme 2) Aline Bernardes History in Teachers’ Mathematics
Education: Problematising
Concepts, Views on Mathematics, |
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10 |
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coffee/tea break (10:30-11:00) |
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11 |
Panel Discussion: Using History to Link Mathematics and Traditional Culture in the Classroom |
Puig Errors
dealing with the negative in solving quadratic equations. An episode in the
history of algebra and its teaching |
Poh Threads
of Knowledge: Crafting a Cultural Tapestry in Mathematics Education |
Panel Discussion: The HPM Domain: Past, Present, and Future |
Tanaka How to learn Japanese mathematics ”WASAN” in the Edo period (1603-1868) |
Durmaz*
& Haydar* Educators
Navigating the Intersection of Elementary Mathematics, Storytelling,
Identity, and History: Illustrations from the Islamic Context |
1-hour Workshop Kaenders How can the history of the existence of
fourth proportionals from Eudoxos via Omar Khayyam
and Nasir al-Din al-Tusi to Isaac Newton foster a modern mathematical number
concept? |
1-hour Workshop Pinto The importance of History of Mathematics
in the classroom (by ChatGPT): a first reflection about the use of ChatGPT in
HPM |
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11:30 |
Pinto* & Malonek The
proofs of Euclid on GeoGebra, a step-by-step visualization |
Amusuglo* & Jančařík Exploring
the Interplay of Culture and History in Ghanaian Mathematics |
Soto-Andrade*,
Sun & Diaz-Rojas Avatars of (random) numbers in the
history and experimental epistemology of mathematics |
Barnett Learning
Abstract Algebra via Primary Historical Sources: An Existence Proof |
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lunch
break (12:00-1:30) |
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1:30 |
Barbin Signs and diagrams: On visualization in
history of mathematics and in teaching |
Guillemette* & Demattè* A
dialogue on the educator’s way to relate to mathematical historical texts |
2-hour Workshop Liu & Chorlay Selecting episodes shedding light on
the history of the function concept: historical and didactical analyses of a
lesson-study in grade 10 |
2-hour Workshop Milici,* Cerroni, Di Paola & Ruggeri Touch, experience, and re-think
calculus with history-based manipulatives |
Excursion |
2-hour Workshop Benvenuti The
mental telescope: the non-Euclidean geometry case study |
2-hour Workshop Błaszczyk & Petiurenko Newton’s De Analysi
vs Fundamental Theorem of Calculus |
Ekici Elementarisation of Mathematics for Undergraduates by
Integrating Historical Stances with Trigonometric Functions towards Fourier
Methods |
De Bock* & Goemans Wiskunde Post, a mathematical magazine for
students supporting the modern mathematics movement in Flanders |
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2 |
Flashman Two Examples from History: Mapping
Diagrams to Visualize Relations and Functions |
Clark & Barnett* TRansforming Instruction in
Undergraduate Mathematics via Primary Historical Sources |
Owens*, Bino* & Muke* The
Development of Neocolonialism in Papua New Guinea |
Rolland & Chorlay* Expectations
regarding French prospective teacher’s knowledge in group theory: A
historical survey |
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2:30 |
Franklin Applied Mathematics First, Pure Second |
Millán Gasca, Neri Machiaverna*
& Spagnoletti Zeuli An
experimentation of a learning path on history of mathematics in primary
school (Grades 1-5): learning outcomes in mathematics and impact on pupil’s
human flourishing |
Zhu The Concepts of Curves and Equations in Early American
& British Textbooks on Analytic Geometry |
Lützen Hjelmslev’s
Teaching of his Geometry of Reality |
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3 |
Marciniak Seeing the development
of mathematics education in the light of Kuhn’s theory of scientific
revolutions |
Ying*, Hsieh & Tsai Influences of a Liberal-Art
Course about East-Asian Mathematical Culture on University Students’
Mathematics Beliefs |
Guitart Learning probabilities by problems and
paradoxes: The organization of Joseph Bertrand's textbook (1889) |
Plantade Jules Houël
(1823-1886): From teaching geometry in high-schools to resolving the question
of the independence of Euclid's postulate in France |
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coffee/tea break (3:30-4:00) |
coffee/tea break (3:30-4:00) |
coffee/tea break (3:30-4:00) |
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4 |
1-hour Workshop Delire How
to construct and use instruments with the pupils, so that they appreciate
what mathematics are for – description of two projects (2021-22 and 2023-24)
in a Brussels secondary ‘active school’ |
1-hour Workshop Haydar* & Durmaz* Teaching Mathematizing Through Stories
from the History of Mathematics: Promoting Culturally Responsive and
Sustainable Mathematics Education |
Poster Session (will informally begin during break) ·
León-Mantero*,
Casas-Rosal & Madrid* ·
Madrid*, León-Mantero*
& Casas-Rosal ·
Saclolo |
Kjeldsen* & Jankvist Arguments
for history of mathematics in general mathematics education research: A
constructive and critical discussion |
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Plenary Lecture (Theme 4) Helena Durnova The Constructive and Destructive
Roles of |
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4:30 |
(short break to move between
rooms) |
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Plenary Lecture (Theme 5)
– starts at 4:45, ends 5:45 Kay Owens, Vagi
Bino & Charly Muke Past,
Present and Future: The
Fruitful Interweaving of Cultural Mathematics |
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5 |
Opening Reception |
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6 |
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Gala Dinner |
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7 |
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General meeting for HPM Advisory Board and other interested HPM members |
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7:30 |
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8 |
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8:30 |
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* indicates
the name(s) of the presenting author(s) for co-authored submissions