Maths is good for you: web-based history of mathematics resources for young mathematicians (and their teachers)

Lawrence, Snezana

doi:10.1080/17498430600803375

Cited by 7 publications

(8 citation statements)

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“…(ıv) It may help the understanding of mathematical concepts, problems and solutions (Fried, 2001;Glukers and Blom, 2001;Tzanakis and Arcavi, 2002). Previous studies also report positive effects of history of mathematics on students' cognitive (Awosanya, 2001;Leng, 2006;Nataraj and Thomas, 2009;Lim, 2011, Lim andChapman, 2015;Bütüner, 2016) and affective development (Lawrence, 2006;Haverhals and Roscoe, 2010;Lim, 2011;Bütüner, 2014;Lim and Chapman, 2015) in mathematics class.…”

Section: Introductionmentioning

confidence: 81%

Secondary School Mathematics Teachers’ Knowledge Levels and Use of History of Mathematics

Bütüner

2017

JETS

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This study aimed to explore secondary school mathematics teachers' use of history of mathematics in their classes and their knowledge levels in this field. The population of the study comprised 58 secondary school mathematics teachers working at Yozgat city center, and the sample included 32 mathematics teachers from 10 schools who volunteered to take place in the study. These mathematics teachers were administrated an 11-item short-answer history of mathematics knowledge level test along with a 5-item written opinion form to identify their history of mathematics use. The findings showed that most teachers did not use history of mathematics in their classes, yet those who used history of mathematics did so by mentioning the life stories of mathematicians and the contributions of ancient civilizations to mathematics to motivate students at the beginning of their classes. The mean score of teachers who participate in this study at the history of mathematics knowledge test was computed 3.5 indicating that their knowledge levels concerning the history of mathematics were low. Additionally, it was found that those who did not use history of mathematics in their classes scored lower in the history of mathematics knowledge test than those who used it in their classes.

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Section: Introductionmentioning

confidence: 81%

Secondary School Mathematics Teachers’ Knowledge Levels and Use of History of Mathematics

Bütüner

2017

JETS

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“…Bu bağlamda ilgili literatürde matematik tarihinin öğretimde kullanılması gerektiği dile getirilmiştir (Baki, 2018;Başıbüyük, 2018;Bütüner, 2011;Clark, 2012;Dündar & Çakıroğlu, 2014;Fauvel, 1991;Fried, 2001;Georgiou, 2010;Liu, 2003;MEB, 2018;NCTM, 2000;Özdemir & Yıldız, 2015;Tzanakis & Arcavi, 2002). Araştırmacılar matematik tarihinin öğrencilerin matematiğin gelişim aşamalarını görmelerine (Baki, 2008;Fauvel, 1991;Liu, 2003;Marshall, 2000;Özdemir & Yıldız, 2015;Tözluyurt, 2008), öğrencilerin motivasyonunun artmasına (Awosanya, 2001;Baki & Bütüner, 2013;Fauvel, 1991;Gulikers & Blom, 2001;Lawrence, 2006;Liu, 2003;Percival, 2004), matematiğe yönelik olumlu tutum geliştirmelerine (Awosanya, 2001;Baki, 2008;Bütüner, 2014;Ersoy & Öksüz, 2016;Karakuş, 2009;Lim, 2011;Liu, 2003), akademik başarılarının artmasına (Bayam, 2012;İdikut, 2007;Karaduman, 2010;Lawrence, 2006;Lim, 2011), problem çözme becerileriyle birlikte (Bell, 1992;Dündar & Çakıroğlu, 2014;İdikut, 2007;…”

Section: Matematik Tarihiunclassified

The Effect of History of Mathematics Activities on the Development of Quantitative Reasoning Skill of Seventh-Grade Students

Danaci

Şahin

2021

Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi

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Bu araştırmanın amacı, matematik tarihi etkinliklerinin ortaokul yedinci sınıf öğrencilerinin niceliksel muhakeme becerilerinin gelişimine etkisini belirlemektir. Araştırmada nicel araştırma desenlerinden biri olan yarı deneysel araştırma deseni kullanılmıştır. Çalışmanın örneklemini Türkiye'nin İç Anadolu Bölgesi'nde yer alan bir ortaokulda öğrenim gören 41 yedinci sınıf öğrencisi oluşturmaktadır. Araştırmada veri toplama aracı olarak Erdem'in (2015) geliştirdiği "Matematiksel Muhakeme Testi" kullanılmıştır. Nicel verilerin analizinde Mann Whitney U testi ve Wilcoxon işaretli sıralar testi kullanılmıştır. Araştırma sonunda deney ve kontrol grubu öğrencilerinin niceliksel muhakeme son test puanları arasında istatistiksel olarak anlamlı bir fark olmamasına rağmen deney grubu öğrencilerinin niceliksel muhakeme becerilerinin kontrol grubu öğrencilerine oranla daha fazla geliştiği görülmüştür.

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“…In order to avoid the problems mentioned above, mathematics classes were enriched with HoM activities. There are studies in the literature documenting the effects of HoM on students" mathematics attitudes (Ransom, 1991;Lawrence, 2006;Ho, 2008;Haverhals & Roscoe, 2010) and beliefs (Liu & Niess, 2006;Ho, 2008;Liu, 2009). These studies have found that the HoM shows them the fun and interesting side of mathematics and changes their beliefs about mathematics.…”

Section: Statement Of the Problemmentioning

confidence: 99%

“…There are many studies in the literature that report the positive effects of using the HoM in the classroom (Percival, 1999;Krussel, 2000;Marshall, 2000;Lawrence, 2006;Liu & Niess, 2006;Ho, 2008;Kaye, 2008;Charalambous, Panoura, & Philippou, 2009;Liu, 2009;Nataraj & Thomas, 2009;Haverhals & Roscoe, 2010;Lim and Chapman, 2015). Percival (1999) studied the reflections of using ancient number systems in an interdisciplinary instructional environment.…”

Section: Previous Studiesmentioning

confidence: 99%

“…Previous studies have shown that the use of HoM has positive effects on students" beliefs about mathematics (Percival, 1999;Krussel, 2000;Marshall, 2000;Liu & Niess, 2006;Ho, 2008;Kaye, 2008;Charalambous, Panoura, & Philippou, 2009;Liu, 2009) and their attitudes towards mathematics (Lawrence, 2006;Nataraj & Thomas, 2009;Haverhals & Roscoe, 2010;Basibuyuk, 2012;Bayam, 2012;Lim and Chapman, 2015). Studies conducted in Turkey about the use of HoM (Idikut, 2007;Tozluyurt, 2008;Albayrak, 2011;Basibuyuk, 2012;Bayam, 2012) have mostly been quantitative and used the experimental method.…”

Section: Previous Studiesmentioning

confidence: 99%

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The Use of History of Mathematics in the Mathematics Classroom: An Action Study

Bütüner

Baki

2020

IJEMST

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In this action study, instructional environments were enriched with activities related to the history of mathematics in order to deepen students’ beliefs about mathematics and reveal for them fun, interesting, and useful activities. The study enrolled twenty-four 8th-grade students. Data were collected by using multiple data collection tools. The data regarding the students’ beliefs about mathematics were collected via written opinion forms and semi-structured interviews. Prior to the study, the students perceived mathematics as a branch of science that is closed to development and did not know why or how it flourished. After the study, they stated that mathematics is open to development and is used to solve everyday problems. The study revealed a decrease in students’ absolutist beliefs about mathematics, and students found math fun and interesting as a result of engaging in activities that promote active problem-solving. In the future, other action studies involving the history of mathematics may be used to teach different topics at different grade levels.

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Maths is good for you: web-based history of mathematics resources for young mathematicians (and their teachers)

Cited by 7 publications

References 0 publications

Secondary School Mathematics Teachers’ Knowledge Levels and Use of History of Mathematics

Secondary School Mathematics Teachers’ Knowledge Levels and Use of History of Mathematics

The Effect of History of Mathematics Activities on the Development of Quantitative Reasoning Skill of Seventh-Grade Students

The Use of History of Mathematics in the Mathematics Classroom: An Action Study

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