The purpose of this article is to examine the didactic use of vector calculus at secondary school level during the first part of the 20th century by the Italian vector school of Cesare Burali-Forti and Roberto Marcolongo. In particular, two of their textbooks on geometry and trigonometry will be examined, with the aim of contextualizing them from both historical and technical points of view. This analysis concerns various didactic aspects of vector calculus and above all the central question of the use of algebraization and symbolism in geometry teaching.

VECTOR CALCULUS AND TEACHING GEOMETRY IN SECONDARY SCHOOL: THE CASE OF THE ITALIAN VECTOR SCHOOL

Dell'Aglio Luca;Florio Emilia
2021

Abstract

The purpose of this article is to examine the didactic use of vector calculus at secondary school level during the first part of the 20th century by the Italian vector school of Cesare Burali-Forti and Roberto Marcolongo. In particular, two of their textbooks on geometry and trigonometry will be examined, with the aim of contextualizing them from both historical and technical points of view. This analysis concerns various didactic aspects of vector calculus and above all the central question of the use of algebraization and symbolism in geometry teaching.
History of Mathematics; History of Mathematics Education; Vector calculus; Burali-Forti; Marcolongo
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Utilizza questo identificativo per citare o creare un link a questo documento: http://hdl.handle.net/20.500.11770/327985
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