АУТОР(И): Daniel Doz
Е-АДРЕСА: doz_daniel@yahoo.it
DOI: 10.46793/NNU21.471D
САЖЕТАК:
Several studies have explored the importance and benefits of teaching the history of mathematics as part of regular math classes. Some of these studies addressed the question of using the history of mathematics as a motivational factor. For instance, some found that teaching or using the history of mathematics boosted students‟ interest in the topics, lowered mathematical anxiety, and increased motivation, as well as supporting student learning and increasing the understanding of mathematical concepts. In the present paper, we analyze the positive effects that integrating elements of the history of mathematics into regular math classes could have on student motivation. We argue that students could greatly benefit from the inclusion of topics from the history of mathematics in regular classes.
КЉУЧНЕ РЕЧИ:
history of mathematics, motivation, mathematics, teaching.
ЛИТЕРАТУРА:
Arcavi, A., Bruckheimer, M. & Ben-Zvi, R. (1982). Maybe a mathematics teacher can profit from the study of the history of mathematics. For the learning of mathematics, 3(1), 30–37.
Barabash, M. & Guberman-Glebov, R. (2004). Seminar and graduate project in the history of mathematics as a source of cultural and intercultural enrichment of the academic teacher education program. Mediterranean Journal for Research in Mathematics Education, 3(1–2), 73–88.
Bütüner, S. Ö. & Baki, A. (2020). The use of history of mathematics in the mathematics classroom: An action study. International Journal of Education in Mathematics, Science and Technology, 8(2), 92–117.
Clark, K. M. (2012). History of mathematics: Illuminating understanding of school mathematics concepts for prospective mathematics teachers. Educational Studies in Mathematics, 81(1), 67–84.
Ernest, P. (1998). The History of Mathematics in the Classroom. Mathematics in School, 27(4), 25–31.
Farmaki, V. & Paschos, T. (2007). Employing genetic „moments‟ in the history of mathematics inclassroom activites. Educational Studies in Mathematics, 66, 83– 106.
Faustmann, G. (2010). Classroom experiences with the history of mathematics. Proceedings of the History and Pedagogy of mathematics, 275–285.
Fauvel, J. (1991). Using history in mathematics education. For the learning of mathematics, 11(2), 3–6.
Fauvel, J. & Van Maanen, J. (1997). The role of the history of mathematics in the teaching and learning of mathematics. ZDM, 29(4), 138–140.
Fowler, D. & Robson, E. (1998). Square root approximations in Old Babylonian mathematics: YBC 7289 in context. Historia Mathematica, 25(4), 366–378.
Fried, M. N. (2001). Can mathematics education and history of mathematics coexist?. Science & Education, 10(4), 391–408.
Furinghetti, F. (2020). Rethinking history and epistemology in mathematics education. International Journal of Mathematical Education in Science and Technology, 51(6), 967–994.
Furinghetti, F. (2007). Teacher education through the history of mathematics. Educational Studies in Mathematics, 66(2), 131–143.
Gazit, A. (2013). What do mathematics teachers and teacher trainees know about the history of mathematics?. International Journal of Mathematical Education in Science and Technology, 44(4), 501–512.
Heiede, T. (1992). Why teach history of mathematics?. The mathematical gazette, 76(475), 151–157.
Jankvist, U. T. (2009). A categorization of the “whys” and “hows” of using history in mathematics education. Educational studies in Mathematics, 71(3), 235–261.
Jankvist, U. T. (2012). A first attempt to identify and classify empirical studies on history in mathematics education. In B. Sriraman (ed.): Crossroads in the history of mathematics and mathematics education (295–332). Charlotte: Information Age Publishing.
Lim, Y. S. & Chapman, E. (2015). Effects of using history as a tool to teach mathematics on students‟ attitudes, anxiety, motivation and achievement in grade 11 classrooms. Educational Studies in Mathematics, 90(2), 189–212.
Lit, C. K., Siu, M. K. & Wong, N. Y. (2001). The use of history in the teaching of mathematics: Theory, practice, and evaluation of effectiveness. Education Journal, 29(1), 17–29.
Liu, P. H. (2003). Connecting Research to Teaching: Do Teachers Need to Incorporate the History of Mathematics in Their Teaching?. The Mathematics Teacher, 96(6), 416–421.
Massa Esteve, R. (2014). Historical activities in the mathematics classroom: Tartaglia‟s Nova Scientia (1537). Teaching Innovations, 27(3), 114–126.
Mosvold, R., Jakobsen, A. & Jankvist, U. T. (2014). How mathematical knowledge for teaching may profit from the study of history of mathematics. Science & education, 23(1), 47–60.
Ng, W. L. (2006). Effects of an Ancient Chinese Mathematics Enrichment Programme on Secondary School Students‟ Achievement in Mathematics. International Journal of Science and Mathematics Education, 4(3), 485–511.
Ozdemir, A. S., Goktepe, S. & Kepceoglu, I. (2012). Using mathematics history to strengthen geometric proof skills. Procedia-Social and Behavioral Sciences, 46, 1177–1181.
Panasuk, R. M. & Horton, L. B. (2012). Integrating history of mathematics into curriculum: what are the chances and constraints?.International Electronic Journal of Mathematics Education, 7(1), 3–20.
Ponza, M. V. (1998). A Role for the History of Mathematics in the Teaching and Learning of Mathematics: An Argentinian Experience. Mathematics in school, 27(4), 10–13.
Radford, L. (1997). On psychology, historical epistemology, and the teaching of mathematics: Towards a socio-cultural history of mathematics. For the learning of mathematics, 17(1), 26–33.
Rogers, L. & Pope, S. (2019). Tools and strategies for the history of mathematics in the classroom. Proceedings of the British Society for Research into Learning Mathematics, 39(2).
Sen, S. (2017). Integrating history of mathematics into the mathematics teaching: A study on concept of variable in elementary algebra in Indian perspective. International Journal of Multidisciplinary Education and Research, 2(1), 16–19.
Şahin, Ö. & Danaci, D. (2020). Investigating the effect of history-of-mathematics activities on middle-grade students‟ mental computation and opinions: an action research. International Journal of Mathematical Education in Science and Technology, 1–38.
Taimina, D. (2004). History of mathematics and mechanics in digital Reuleaux kinematic mechanismcollection. Mediterranean Journal for Research in Mathematics Education, 3(1–2), 89–102.
Tattersall, J. & McMurran, S. L. (2004). Using the „educational times‟ in the classroom. Mediterranean Journal for Research in Mathematics Education, 3(1–2), 103–114.
Thomaidis, Y. & Tzanakis, C. (2007). The notion of historical “parallelism” revisited: historical evolution and students‟ conception of the order relation on the number line. Educational Studies in Mathematics, 66(2), 165–183.
Tzanakis, C. & Thomaidis, Y. (2000). Integrating the close historical development of mathematicsand physics in mathematics education: Some methodological and epistemological remarks. For the Learning of Mathematics, 20(1), 44–55.
Weng Kin, H. (2008). Using history of mathematics in the teaching and learning ofmathematics in Singapore. Proceedings of 1st RICE (1–38), Singapore.