History of mathematical concepts and students’ cognitive understanding of mathematics: Effect of pedagogical content knowledge

Abstract

This study aimed to explore the relationship between teachers’ pedagogical content knowledge (PCK), students’ interest and motivation in the history of mathematical (HoM) concepts, and students’ cognitive understanding (SCU) of mathematics. A five-level Likert scale questionnaire was used to collect quantitative data from 232 junior high school mathematics teachers. It was found that, on average, students have higher levels of interest, motivation, and cognitive understanding when they are taught utilizing HoM concepts as a pedagogy. The correlation analysis reveals that there is a positive relationship between each of the independent variables and the dependent variable. The regression analysis also shows that teachers’ PCK and students’ interest were strong predictors of SCU, while students’ motivation was a weaker predictor. Hence, it can be said that teachers’ PCK and students’ interest play crucial roles in promoting SCU of using HoM concepts. Further studies are recommended to explore how historical context impacts students’ confidence, enjoyment, and aspirations in mathematics-related fields, which would contribute to understanding the broader implications of incorporating history in mathematics instruction.