D’ALEMBERT’S ENCYCLOPEDIC REFLECTIONS ON THE DISPUTE ABOUT THE SHAPE OF THE EARTH.- EPISTEMOLOGICAL FUNCTIONS OF INSTRUMENTS IN TEACHING OF “EXPERIMENTAL GEOMETRY.- WHEN PRACTICAL MATHEMATICS MEETS SPECULATIVE MATHEMATICS: PIERO DELLA FRANCESCA AND THE VOLUME OF THE VAULT.- SHAPING CRITERIA FOR THE DIDACTICAL TRANSPOSITION OF HISTORICAL MATHEMATICAL KNOWLEDGE.- THE CONTRIBUTIONS OF UBIRATAN D'AMBROSIO AND PAULUS GERDES TO THE HISTORY AND EPISTEMOLOGY OF MATHEMATICS.- CALCULUS AS NEVER TOUCHED BEFORE.- THE DIVISION OF PLANE FIGURES: HISTORICAL BACKGROUND, DIACHRONIC APPROACH AND MATHEMATICAL SOLUTIONS.- ANCIENT PROBLEMS AND CONTEMPORARY IUSSUES.- THE EPISTEMOLOGICAL ROLE OF SPATIAL THINKING IN THE CONSTRUCTION OF CONIC SECTIONS. A SOCIAL APPROACH.- A CLASSROOM EXPERIENCE BETWEEN GEOMETRY AND ALGEBRA WITH THE HELP OF THE HISTORY OF MATHEMATICS.- THE HISTORY OF MATHEMATICS IN ITALY: THE ROLE OF APPLICATIONS.- TEACHING ON THE BORDER BETWEEN MATHEMATICS AND PHYSICS THROUGH THE HISTORY OF MATHEMATICS: FAGNANO’S PROBLEM.- ALGORITHMS BEFORE COMPUTERS.- POTENTIAL OF COLLABORATION BETWEEN HISTORY AND MATHEMATICS TEACHERS: EMPERICAL INVESTIGATION.- ENACTING THE STORIES BEHIND THE CONCEPTS.- INCORPORATING HISTORY OF MATHEMATICS IN INITIAL TEACHER EDUCATION IN REUNION AND MAYOTTE INCORPORATING HISTORY.- DESIGNING HISTORY-INSPIRED LESSONS: AN ACTION RESEARCH WITH PRE-SERVICE MATHEMATICS TEACHERS IN NORWAY.- THE HISTORY OF MATHEMATICS FOR TEACHING AND LEARNING MATHEMATICS.- IN SEARCH FOR THE “MODERATOR IN DIALOGUE” ATTITUDE TOWARD THE PAST.- HISTORY OF MATHEMATICS AS A COMPONENT OF MATHEMATICAL KNOWLEDGE FOR TEACHING.- BOOK OF ALGEBRA IN ARITHMETICS AND GEOMETRY.- EUCLID’S INFLUENCE ON 19TH CENTURY MATHEMATICS EDUCATION: SOME EXAMPLES FROM A NORWEGIAN TEXTBOOK IN PLANE GEOMETRY.- BEYOND THE TEXTBOOK: REFLECTIONS ON HANDS-ON APPROACH FROM JULES DALSÈME’S (1845-1904) PRODUCTION.- HISTORY OF MATHEMATICS IN PORTUGUESE ANCIENT TEXTBOOKS OF VICENTE GONÇALVES AND SEBASTIÃO E SILVA: POTENTIALITIES FOR CURRENT TEACHING.- HISTORY OF MATHEMATICS IN BRAZILIAN SECONDARY SCHOOL TEXTBOOKS.- MATHEMATICAL ICONS IN MATHEMATICS EDUCATION.- ARGUING FOR EQUALITY: A WORKSHOP FOR SECONDARY SCHOOL EXPLORING THE POLITICAL ARGUMENT STARTING FROM THE STRUCTURE OF THE GREEK DEMONSTRATION.- GORCEIX AND THE MATHEMATICS IN BRAZIL – FRENCH INFLUENCES IN THE XIX CENTURY.- A HIDDEN THREAD: IDEAS AND PROPOSALS ON CHILDRENS’ MATHEMATICS EDUCATION IN THE LATE MODERN AGE.- MATHEMATICS AS AN EDUCATIONAL OPPORTUNITY FOR CHILDREN WITH INTELLECTUAL DISABILITIES: INSIGHTS FROM ÉDOUARD SÉGUIN (1812-1880).- IN SEARCH FOR THE EARLY ROOTS OF NEW MATH REFORM MOVEMENTS.- RECOVER, REPURPOSE, REFORM.- DISTINCT APPROACHES TO INTEGERS IN TECHNICAL SCHOOLS AND IN LICEUS, DURING MODERN MATHEMATICS IN PORTUGAL.- REBIRTH OF MATHEMATICAL LOGIC IN ITALY DURING THE SECOND HALF OF THE 20TH CENTURY, AND ITS INTRODUCTION INTO THE SCHOOL MATHEMATICS CURRICULUM.

This book explores the evolving relationship between the history and epistemology of mathematics and mathematics education over the past fifty years. Beginning with the international movement that emerged in the 1970s, it celebrates the enduring and expanding role of historical and epistemological perspectives in shaping teaching practices. Organized into seven thematic sections, the volume examines core issues such as how historical and epistemological insights enhance understanding of mathematical concepts, interdisciplinarity as a tool for teaching, and innovative approaches to teacher training. It also delves into the use of historical problems, ancient texts, and textbooks as teaching resources, alongside an analysis of the social and political dimensions of mathematics education. Special attention is given to the impact of the "modern mathematics" reform and its legacy in rekindling interest in the history of mathematics in education. Featuring contributions from diverse geographical and historical contexts, this book is an essential resource for teachers, researchers, and anyone passionate about the rich interplay of history, epistemology, and mathematics.

Gives an account of new trends, practices, and conceptions Considers interdisciplinarity as a necessary tool to understand mathematics in history Concerns themes that have recently undergone significant developments

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