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The Mathematics Enthusiast

Volume

5

Issue

1

Abstract

In this extended essay, I use cultural-historical activity theory to look at the questions Theodore Eisenberg raises about the inclusion of historical facts, both historical tidbits and ethically questionable tendencies and horrific actions (the Shoah), in the teaching of mathematics. I conclude by suggesting that the ultimate answer has to be one that involves a decision, which means that an answer cannot be provided a priori or be determined by any antecedent. Deciding to include this or that in a mathematical curriculum is an ethical act.

First Page

15

Last Page

28

Included in

Mathematics Commons

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