This study aims to answer the question of how can the history of mathematics resort to a digital tool – E-Dynamic.Space – designed by teacher-students and intended to serve as a workbench not only to create supportive knowledge from historical material, which has proved to support the understanding of mathematics but, also to orchestrate both, their actual learning of the tangent line problem and their future mathematics teaching experience. It, therefore, explores aspects for the design of the teaching activities, and it analyses the ‘whys’ and ‘hows’ of including the historical dimension into the teaching experience. It is part of a bigger research project that looks at how can teacher-students favour from a historical informed pedagogy of mathematics that uses a personalised learning environment as a means to learn.
I wrote this paper for a conference I assisted in 2014: Congress on Educational Research in Mathematics Education, CERME9. It is part of the Proceedings of the conference.
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