Mathematics is often presented to students as a polished body of established facts and procedures. Yet the mathematical sciences emerged gradually across many cultures and centuries through experimentation, debate, creativity, error, refinement, and practical human need. The history of mathematics offers rich opportunities to reconnect mathematical learning with the people, problems, and intellectual traditions that shaped it.
This PhD project explores the use of the history of mathematics as a pedagogical tool for improving mathematics teaching, student engagement, and learning outcomes. The project will investigate how historical sources, narratives, problems, methods, and cultural contexts can be incorporated into mathematics education in ways that deepen conceptual understanding, foster curiosity, and support diverse learners.
Possible areas of investigation include:
-the role of historical problems and original sources in conceptual learning;
-the impact of historical approaches on student confidence and mathematical identity;
-culturally responsive mathematics teaching;
-inquiry-based learning through historical mathematical methods;
-the use of mathematical history to support transition into university mathematics;
-student perceptions of mathematics as a human and creative discipline;
-curriculum development and classroom interventions informed by historical materials.
The project may involve the design and evaluation of teaching resources, classroom-based research, interviews, curriculum analysis, or comparative studies across educational contexts. Particular attention may be given to the ways in which history can humanise mathematics, broaden participation, and challenge the perception of mathematics as culturally isolated or inaccessible.
This interdisciplinary project combines perspectives from mathematics, education, history of science, and curriculum studies, and offers opportunities to contribute both to scholarly research and to practical innovation in mathematics teaching and learning.
Supervisors
Primary Supervisor: Clemency Montelle
Key qualifications and skills
-a strong academic background in mathematics, mathematics education, history of mathematics, education, or a related discipline;
-enthusiasm for both mathematics and teaching and learning;
-strong written and verbal communication skills;
-an interest in interdisciplinary research bridging mathematics, history, culture, and education;
Does the project come with funding
No - Student must be self-funded
Final date for receiving applications
Ongoing
How to apply
Email the supervisor
Keywords
Mathematics Education; History of Mathematics; Pedagogy; Inquiry-Based Learning; Student Engagement; Mathematical Thinking; Curriculum Development; Mathematics and Culture; Humanistic Mathematics; Conceptual Learning; STEM Education; Classroom Practice; Mathematical Identity; Culturally Responsive Pedagogy
