Modeling student’s interest in mathematics: Role of history of mathematics, peer-assisted learning, and student’s perception

Abstract

The research was to ascertain the mediating effect of students' perception in the relationship between the history of mathematics, peer-assisted learning, and students' interest in mathematics. The study was based on 394 students from four selected secondary schools in the Ashanti region of Ghana. The study was a survey, adopting a structured questionnaire as the research instrument. Structural equation modelling was estimated using Amos (v.23) software, to test the hypothesized paths. History of mathematics had no direct effect on students' perception towards mathematics, thereby, students' perception acted as a full mediating variable. Peer-assisted learning had a direct effect on students' perception towards mathematics, thereby, students' perception acted as a partial mediating variable. It is recommended to the Ghana Education Service and the Ministry of Education to inculcate the use of history mathematics, as part of the courses in training mathematics teachers.

Incorporating history of mathematics in open-ended problem solving: An empirical study

“…With that conclusion, other researchers seem to agree (e.g. Arthur et al, 2022). Utilizing history of mathematics may be highly beneficial in mathematics education.…”

The effect of using technology in teaching and learning mathematics on student’s mathematics performance: The mediation effect of students’ mathematics interest

“…This can lead to a better understanding of the material, improved problem-solving skills, and higher levels of motivation. Additionally, students who are interested in mathematics are more likely to seek out opportunities for learning and practice outside of the classroom, such as participating in math clubs or competitions, which further enhance their performance (Arthur, 2022). On the other hand, students who lack interest in mathematics may struggle to learning mathematics, leading to lower levels of performance and potentially lower self-esteem (Yeh et al, 2019).…”

Value Research of Integrating History of Mathematics into Primary School Mathematics Teaching

“…In teaching, if teachers can provide students with some small allusions and games in the History of Mathematics that are closely related to the teaching content, they can make the mathematics class more colorful and active, and at the same time make students feel the mystery and magic of mathematics, stimulate their interest in learning, and also make students develop the habit of paying attention to the History of Mathematics development and enhance the teaching effectiveness. Thus, The history of mathematics has a significant influence on students' interest in learning mathematics [9,10] .…”