kazuhiro AOYAMA
Graduate School of Education
University of Tsukuba
Institute of Education, University of Tsukuba,
Japan

Abstract

A number of researchers expect that the innovative use of new technology alters traditional technology. This study focuses on traditional or lost technology, used in the history of mathematics, as well as new technology. It discusses the aims of using technology in teaching mathematics history to experience hermeneutics in mathematics history. The epistemological necessity of using technology is discussed from the socio-historical-cultural perspective. In the last part of the paper, this paper gives an example of the evidences that show how use of both types of technology for teaching history of mathematics changes students' beliefs about mathematics as human enterprise. To illustrate the change, this study used the LEGO mechanics and DGS (Dynamic Geometry Software), observation of undergraduate students in the class of mathematics education methods for pure-math or informatics majors and students' descriptions of how their belief of mathematics had changed.