Let History into the Mathematics Classroom

Angles in Secondary School: Surveying and Navigation.- Dividing a Triangle in the Middle Ages: An Example From the Latin Works on Practical Geometry.- A Square in a Triangle.- Indian Calculation: The Rule of Three--Quite a Story.- The Arithmetic of Juan de Ortega: Equations without Algebra.- The Congruence Machine of the Carissan Brothers.- A Graphical Approach to Euler's Method.- Calculating with Hyperbolas and Parabolas.- When Leibniz Plays Dice.- The Probability of Causes According to Condorcet.

Évelyne Barbin is full professor of epistemology and history of sciences at the University of Nantes (France), she is member of the Laboratory of Mathematics Jean Leray (LMJL, UMR 6629) and of the Institute for Research in Mathematics Education (IREM). Her research concerns history of mathematics, history of mathematics teaching and relations between history and teaching of mathematic. As convenor of the IREM National Committee "Epistemology and History of Mathematics", she organised thirty colloquia and summer universities. She edited more than 25 books. Since 1980, she is member of the International HPM Group and she was chair from 2008 to 2012. Her recent works concern the history of descriptive geometry.

Martine Bühler is a mathematics teacher in a high school (Lycée Flora Tristan) at Noisy-le-Grand (France). She works with the group "Mathematics: Approach Through Historical texts" (M.: A.T.H.) of the Institute for Research in Mathematics Education (IREM) of Paris. For many years now, the group, founded by Jean-Luc Verley, who was then a mathematics lecturer at the University of Paris 7, reflects about the use of historical texts with the students to introduce a notion or as a source of interesting problems in liaison with the curriculum. The group published brochures and articles on this subject, with descriptions of experiments in the classroom.
Renaud Chorlay had been trained in the social sciences at Sciences-Po Paris, in mathematics and history of mathematics at Paris Diderot University. He works in the teacher-training department of Paris Sorbonne University. He is member of the Institute for Research in Mathematics Education (IREM) of Paris, of the IREM National Committee "Epistemology and History of Mathematics" and of the International HPM Group. His main research field is the history of mathematics in the modern period, with specific interests in qualitative analysis, topology and differential geometry. He also works on the connections between

"This book has many strengths: the broad and engaging range of topics, the clear structure of the lessons and the detailed presentation of the history with a good use of images. To teachers, in particular, this book is certainly a compelling call to value the importance of history in the maths classroom but there is much of interest to any mathematician here." (Sean Springer, London Mathematical Society Newsletter, newsletter.lms.ac.uk, Issue 478, September, 2018)

"There is a lot of material here that might be of interest to people who are interested in history and/or pedagogy. It's certainly a book that is worth a look, even by people who teach older students in college." (Mark Hunacek, MAAReviews, December, 2017)