| dc.rights.license | CC-BY-NC-ND | |
| dc.contributor.advisor | Baneke, D.M. | |
| dc.contributor.author | Bisschop, Femmie | |
| dc.date.accessioned | 2021-10-29T10:02:12Z | |
| dc.date.available | 2021-10-29T10:02:12Z | |
| dc.date.issued | 2021 | |
| dc.identifier.uri | https://studenttheses.uu.nl/handle/20.500.12932/105 | |
| dc.description.sponsorship | Utrecht University | |
| dc.language.iso | EN | |
| dc.subject | In this thesis, the journal Euclides is used to research in which way history of mathematics did have a place in education. The ways in which this happened between 1950s and 2000s are mapped using a framework containing three different layers. Next to that, developments from society or from the field of mathematics that had effect on the place of history of mathematics are discussed, by which an overview has come to existence of the developments the place of history of mathematics went through. | |
| dc.title | Which place did history of mathematics have in the field of mathematics education, 1950-2000? | |
| dc.type.content | Master Thesis | |
| dc.rights.accessrights | Open Access | |
| dc.subject.courseuu | History and Philosophy of Science | |
| dc.thesis.id | 334 | |
