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

Abstract

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.

Integration of the History of Mathematics in Mathematics Education: A Systematic Literature Review

“…Students also have the opportunity to discover different methods to solve mathematical problems (Goktepe & Ozdemir, 2013). In addition, practising activities related to HoM in class can develop a fun and interesting learning experience for the students and deepen their beliefs towards Mathematics ( Bütüner & Baki, 2020). This is supported by Ozdemir et al (2012) in their study who have found that HoM helps to strengthen students' geometric proof skills besides attracting their interest in terms of learning the topic.…”

“…HoM can also help students to understand the origins of a topic in Mathematics in addition to helping them to relate what they have learned in Mathematics to their everyday life (Bașibüyük & Șahin, 2019). Bütüner and Baki (2020) stated that students' beliefs about Mathematics can be increased by applying HoM in Mathematics classes through fun, useful and interesting class activities. In addition, the usage of HoM also helps students to develop meaningful relationships between abstract mathematical ideas and practical applications in real-world contexts (Bailey, 2017).…”

“This Maths is better than that Maths” – Exploring Learner Perceptions on the Integration of History of Mathematics in Teaching the Theorem of Pythagoras: A Case Study

“…The world over the importance and role of HOM in mathematics education is acknowledged by international professional councils such as the National Council of Teachers of Mathematics (NCTM) in the United States of America. Research in mathematics education affirms the centrality of HOM (Bütüner & Baki, 2020;Furinghetti, 2000;Goktepe & Ozdemir, 2013;Horton & Panasuk, 2013;Siu, 2004). Key findings in this scholarly work point to the utility of HOM in learner mathematics-schema development; its capacity in providing for open-mindedness and flexibility in resolving mathematical problems (Furinghetti, 2000).…”

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

“…This concept of history of mathematics was defined by this study as the adoption of history of mathematics activities (or as a pedagogical tool) in teaching a mathematics course, to enable students to recognize the dynamic and developing nature of mathematics, to deepen their perceptions of successful mathematicians, to show them how and why mathematics emerged, and help them to enjoy the mathematics course by experiencing the fun and interesting side of it (Butuner & Baki, 2020). The use of the history of mathematics has been accepted by many researchers in mathematics classes (Baki & Gursoy, 2018).…”