The history of mathematics education is afield of study that is both old and new. It
is old because scholarly works in the field began to appear over 150 years ago.
Schubring (2014a) refers to Fisch (1843), as possibly thefirst work on the subject
published in Germany. In the United States thefirst dissertations on mathematics
education (Jackson 1906; Stamper 1906) focused specifically on its history. For
many decades later it was believed, however, that the only acceptable form of
scholarship in mathematics education was one that employed statistical methods.
Kilpatrick (1992) points out that the situation began to change only in the 1980s.
Accordingly, in all this time the history of mathematics education remained marginal at best, and only the past few decadesfinally saw renewed interest in the subject (Furinghetti 2009a). This is confirmed by the recent publication of atwo-volume work on the subject by Stanic and Kilpatrick (2003), the formation of aspecial topic study group devoted to the history of mathematics education at the
International Congress of Mathematics Education (beginning in 2004); the publication of theInternational Journal for the History of Mathematics Education; the
appearance of special conferences devoted to the history of mathematics education
(Bjarnadóttir et al. 2009; Bjarnadóttir et al. 2012; Bjarnadóttir et al. 2015), and the
publication of theHandbook on the History of Mathematics Education(Karp and
Schubring 2014a), which in large part forms the basis of the present survey.
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