The articles of this volume will not be indexed individually.
Contents: David E. Rowe, New trends and old images in the history of mathematics (3-16); Evelyne Barbin, The role of problems in the history and teaching of mathematics (17-25); Gavin Hitchcock, Dramatizing the birth and adventures of mathematical concepts: two dialogues (27-41); Jens Hoyrup, The four sides and the area: oblique light on the prehistory of algebra (45-65); Wilbur R. Knorr, The method of indivisibles in ancient geometry (67-86); Frank Swetz, Enigmas of Chinese mathematics (87-97); Victor J. Katz, Combinatorics and induction in medieval Hebrew and Islamic mathematics (99-106); Barnabas Hughes, The earliest correct algebraic solutions of cubic equations (107-112); Zarko Dadic, The early geometrical works of Marin Getaldic (115-123); John Fauvel, Empowerment through modelling: the abolition of the slave trade (125-130). Judith V. Grabiner, The calculus as algebra, the calculus as geometry: Lagrange, Maclaurin, and their legacy (131-143); Hans Niels Jahnke, The development of algebraic analysis from Euler to Klein and its impact on school mathematics in the 19th century (145-151); Ronald Calinger, The mathematics seminar at the University of Berlin: origins, founding, and the Kummer-Weierstrass years (153-176); Roger Cooke, S. V. Kovalevskaya’s mathematical legacy: the rotation of a rigid body (177-190); Susann Hensel, Aspects and problems of the development of mathematical education at technical colleges in Germany during the nineteenth century (191-196); Peggy Aldrich Kidwell, American mathematics viewed objectively: the case of geometric models (197-207); William Aspray, Andrew Goldstein and Bernard Williams, The social and intellectual shaping of a new mathematical discipline: the role of the National Science Foundation in the rise of theoretical computer science and engineering (209-228); Torkil Heiede, History of mathematics and the teacher (231-243); Ubiratan D’Ambrosio, Ethnomathematics: an explanation (245-250); V. Frederick Rickey, The necessity of history in teaching mathematics (251-256). Reinhard C. Laubenbacher and David Pengelley, Mathematical masterpieces: teaching with original sources (257-260); Israel Kleiner, A history-of-mathematics course for teachers, based on great quotations (261-268); Marie Francoise Jozeau and Michele Gregoire, Measuring an arc of meridian (269-277); Beatrice Lumpkin, From Egypt to Benjamin Banneker: African origins of false position solutions (279-289); Karen Dee Ann Michalowicz, Mary Everest Boole (1832-1916): an erstwhile pedagogist for contemporary times (291-299); Peter Bero, Pupils’ perception of the continuum (303-307); Martin E. Flashman, Historical motivation for a calculus course: Barrow’s theorem (309-315); Manfred Kronfellner, The history of the concept of function and some implications for classroom teaching (317-320); Man-Keung Siu, Integration in finite terms: from Liouville’s work to the calculus classroom of today (321-330); Jim Tattersall, How many people ever lived? (331-337).