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UNIVERSITY OF WESTERN MACEDONIA FACULTY OF EDUCATION MENON ©online Journal Of Educational Research 6 • Matthaios Anastasiadis and Konstantinos Nikolantonakis describe the context of an instructional intervention focused on isoperimetric figures and area-perimeter relationships with the use of one historical note and two primary sources, from Pappus’ Collection and from Polybius’ Histories. Their findings are based on classroom observations, worksheets and interviews with sixth grade Greek students. • Vasiliki Tsiapou and Konstantinos Nikolantonakis present part of a research study that intended to use the Chinese abacus for the development of place value concepts and the notion of carried number with sixth grade Greek students. • Ingo Witzke, Horst Struve, Kathleen Clark and Gero Stoffels describe how the concepts of empirical and formalistic belief systems can be used to give an explanation for the transition from school to university mathematics during an intensive Seminar. They stress the usefulness of this approach by outlining the historical sources and the participants’ activities with the sources on which the seminar is based, as well as some results of the qualitative data gathered during and after the seminar. • David Guillemette tries to highlight some difficulties that have been encountered during the implementation of reading activities of historical texts in the preservice teachers training context. He describes a history of mathematics course offered at the Université du Québec à Montréal, with reading activities that have been constructed and implemented in class and the efforts made by the students and the trainer to articulate both synchronic and diachronic reading, in order to not uproot the text and his author from their socio-historical and mathematical context. • Michael Kourkoulos and Constantinos Tzanakis present and analyze a teaching work on Pascal's wager realized with Greek students, prospective elementary school teachers, in the context of a probability and statistics course. They focus on classroom discussion concerning mathematical modeling activities, connecting elements of probability theory and decision theory with elements of philosophical discussions. • Areti Panaoura examines in-service teachers’ beliefs and knowledge about the use of the history of mathematics in the framework of the inquiry-based teaching approach at the educational system of Cyprus, and the difficulties teachers face in adopting and implementing this specific innovation in primary education. • Snezana Lawrence offers ideas for teachers to engage with mathematics through the historical ‘journeys’ and relationship with art and cultural and intellectual history. She treats the question of how teachers could find their own ‘mathematical’ voice through series of historical investigations and what impact that may have on their teaching and pupils’ progress. MENON: Journal Of Educational Research [ISSN: 1792-8494] http://www.edu.uowm.gr/site/menon 2 nd THEMATIC ISSUE 05/2016
UNIVERSITY OF WESTERN MACEDONIA FACULTY OF EDUCATION MENON ©online Journal Of Educational Research 7 Aknowledgements Firstly, I would like to express my warmest thanks to Christina Gkonou 1 for her precious efforts to read and ameliorate the English texts. Secondly, I would also like to express my thanks to the Editorial Committee of Menon Journal for giving me the chance to work this Thematic Issue on the field of Using History in Mathematics Education. Finally, I would like to express my grateful thanks to my Colleagues who sustain with their papers this publication. The Editor of the 2 nd Thematic Issue of MENON: Journal for Educational Research Konstantinos Nikolantonakis Associate Professor University of Western Macedonia Greece 1 Christina Gkonou is Lecturer in Teaching English as a Foreign Language in the Department of Language and Linguistics at the University of Essex, UK. She received her BA from Aristotle University and her MA and PhD from the University of Essex. Her research interests are in foreign language pedagogy and the psychology of language learning and teaching. MENON: Journal Of Educational Research [ISSN: 1792-8494] http://www.edu.uowm.gr/site/menon 2 nd THEMATIC ISSUE 05/2016
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Dr Snezana Lawrence THE OLD TEACHER
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