What do mathematics teachers and teacher trainees know about the history of mathematics?

Gazit, Avikam

doi:10.1080/0020739x.2012.742151

Cited by 16 publications

(20 citation statements)

References 7 publications

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“…These findings suggest that teachers' history of mathematics knowledge levels are low. This finding corroborates other studies in the literature (Goodwin, 2007;Alpaslan, 2011;Gazit, 2013). Similarly, Gazit (2013) found that approximately half of the teachers did not know the roots of our number system, the reason for the origination of the fibonacci sequence, or the roots of the word algorithm.…”

Section: Discussionsupporting

confidence: 82%

“…This finding corroborates other studies in the literature (Goodwin, 2007;Alpaslan, 2011;Gazit, 2013). Similarly, Gazit (2013) found that approximately half of the teachers did not know the roots of our number system, the reason for the origination of the fibonacci sequence, or the roots of the word algorithm. Another noteworthy finding was that teachers who use history of mathematics in their classes have higher knowledge levels in this field than those who do not use it.…”

Section: Discussionsupporting

confidence: 82%

“…The low history of mathematics knowledge level of teachers may be another limitation before using it in the classroom. Previous studies have shown the low level of history of mathematics knowledge that teachers have (Alpaslan, 2011;Gazit, 2013). The present study is necessitated by the fact that there is no previous study which simultaneously identifies mathematics teachers' classroom use and knowledge levels of history of mathematics in Turkey.…”

Section: Introductionmentioning

confidence: 98%

“…The same questions were asked to 178 sixth graders, 179 seventh graders and 142 eighth graders and their mean score was found to be , an inadequate level (Alpaslan and Bostan, 2016). Gazit (2013) aimed to identify HoM knowledge levels of mathematics teachers and teacher candidates. Participants were 29 mathematics teachers and 71 mathematics teacher candidates.…”

Section: Previous Studiesmentioning

confidence: 99%

“…The questions were prepared by considering previous studies in the literature (Goodwin, 2007;Alpaslan, 2011;Gazit, 2013), contents and objectives in the secondary school mathematics textbooks, and historical content in textbooks (Commission, 2011;Aygün et al, 2011a;Aygün et al, 2011b). The content validity of the test was ensured by having it reviewed by one academic with studies on history of mathematics and 2 mathematics teachers.…”

Section: Data Collection Toolsmentioning

confidence: 99%

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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: Discussionsupporting

confidence: 82%