目次

 Introduction - K. M. Clark, T.H. Kjeldsen, S. Schorcht & C. TzanakisPart I - Theoretical and/or conceptual frameworks for integrating history and epistemology of mathematics in MEI.1: M. W. Johansen & T. H. Kjeldsen - The history of artefacts as a resource in mathematics education, and inquiry reflective learning environmentsI.2 D. Guillemette - History of mathematics and teachers’ education: on otherness and empathyI.3 I. Witzke,  K. M. Clark, H. Struve & G. Stoffels - ÜBERPRO: addressing the transition from school to university: Initial results from a case studyPart II Courses and/or didactical material: Design, implementation and evaluationII.1 K. Danielsen,, E. Gertz, & H. K  Sørensen-  Facilitating source-centered history of mathematics in Danish upper-secondary mathematics educationII.2 P. Baggett, & A. Ehrefeucht - Involving students in original research with primary sources: A graduate course in the History of Mathematics EducationII.3 Y. Weiss-Pydstrygach & R. Kaenders - Algebra without context is empty, visualizations without concepts are blindII.4 S. Schorcht - History of mathematics in German textbooks - typology of tasksPart III - Empirical investigations on implementing history and epistemology in MEIII.1 I. Guevara-Casanova & C. Burgués-Flamarich - Geometry and visual reasoning to introduce algebraic language as Liu Hui and Al-Khwarizmi didIII.2 M.T. Sanz,. & B. Gómez - Missing curious fraction problems: the unknown inheritance and the unknown numbers of heirsIII.3 A. Bernardes & T. Roque - History of matrices: promoting commognitive conflicts and encouraging reflection on meta-discursive rules in prospective teachersPart IV- Originalhistorical sources in teaching and learning of and about mathematicsIV.1 V. Tsiapou - Liu Hui shares his views with young studentsIV.2 C. de Varent - Experimentation on the effects of mathematical diversity: Using ancient cuneiform mathematics on conceptual and nature of sciences aspectsIV.3 S. Spies  I. Witzke - Making domain-specific beliefs explicit for prospective teachers – an example of using original sourcesIV.4 J. Lodder - Primary historical sources in the classroom: Graph Theory and spanning treesPart V - History and epistemology of mathematics: Interdisciplinary teaching and socio-cultural aspectsV.1 S. Schöneburg - The Pantograph – a historical drawing device for math teachingV.2 P. Kotarinou,  Ch. Stathopoulou & E. Gana - Expanding contexts for teaching upper secondary school geometryV.3 S. Lawrence - Learning newmathematics from old: Euclid’s art after Bath