Matemati̇k Tari̇hi̇ni̇n Ortaokul Matemati̇k Ders Ki̇taplarindaki̇ Yeri̇

Mersin, Nazan; Durmuş, Soner

doi:10.17240/aibuefd.2018..-400746

Cited by 16 publications

(34 citation statements)

References 22 publications

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“…When the place of presentation of the elements of the history of mathematics is examined, it is seen that 52% of them are given at the beginning of the subject. Erdogan et al (2015Erdogan et al ( ), İncikabı et al (2018 and Mersin and Durmuş (2018), it is seen that most of the elements of history of mathematics are given at the beginning of the subject. It can be thought that the reason why mathematics history items are given at the beginning of the subject is to attract students' attention to the subject and to give preliminary information about the subject.…”

Section: Resultsmentioning

confidence: 99%

Ortaokul Matematik Ders Kitaplarındaki Matematik Tarihi Öğelerinin İncelenmesi

ŞAŞMAZ

Aybek

2022

Scientific Educational Studies

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Bu çalışmada 2018 ortaokul matematik dersi öğretim programına göre hazırlanmış Talim ve Terbiye Kurulu Başkanlığının ders kitabı olarak kabul ettiği ve 2020-2021 eğitim-öğretim yılında okutulmakta olan 5, 6, 7 ve 8. Sınıflara ait 11 adet ders kitabı içerdikleri matematik tarihi öğelerinin sınıf düzeylerine, öğrenme alanlarına, konudaki veriliş yerine ve içerik türüne göre dağılımları incelenmiştir. İnceleme sonucunda 48 matematik tarihi öğesi tespit edilmiş, sınıf düzeylerine göre dağılımında 5. Sınıf düzeyinde yeterince matematik tarihi öğelerine yer verilmediği belirlenmiştir. Öğrenme alanlarına göre dağılımlarında daha çok “Sayılar ve İşlemler” ile “Geometri ve Ölçme” öğrenme alanlarına yer verildiği “Veri İşleme” ve “Olasılık öğrenme alanlarına yeterince yer verilmediği belirlenmiştir. Konu içinde veriliş yeri açısından incelendiğinde daha çok konuya giriş kısmında bilgi parçası şeklinde verildiği belirlenmiştir. Matematik tarihi içeriklerinin ise daha çok “Matematikçilerin katkıları”, “Matematiksel Kavram Gelişimi” ve “Tarihi Matematiksel Yöntemler” şeklinde verildiği belirlenmiştir. Araştırma sonucunda ders kitaplarında verilen matematik tarihi öğelerinin yeterli olmadığı, ders kitabı yazarlarının inisiyatifine göre bu öğelere yer verildiği ve verilen bilgilerin konu ile yeterince bütünleştirilemediği sonucuna ulaşılmıştır.

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Section: Resultsmentioning

confidence: 99%

Ortaokul Matematik Ders Kitaplarındaki Matematik Tarihi Öğelerinin İncelenmesi

ŞAŞMAZ

Aybek

2022

Scientific Educational Studies

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“…These categories were discussed in four parts to determine how the history of mathematics is used in the mathematics coursebooks and shown in Table 2. Next, the coursebooks were subjected to content analysis again according to the content classification of Mersin and Durmuş (2018) and Tzanakis and Arcavi (2000). In addition, the coding of the historical elements used in the coursebooks, the content, the usage methods, the stage of the course, the learning domain, and how this situation changed according to the grade levels with regards to the history of mathematics were carried out by three different experts.…”

Section: Discussionmentioning

confidence: 99%

“…Besides, İncıkabı et al (2019) examined 8 mathematics coursebooks used in 2016-2017 and reached 15 EHMs. Additionally, Mersin and Durmuş (2018) stated that they found out 19 items from 4 coursebooks in their study in which they examined the coursebooks used in the same years. Tan Şişman and Kirez (2018) suggested that 27 historical elements were included in 6 mathematics coursebooks used in 2015-2016.…”

Section: Discussionmentioning

confidence: 99%

“…Find the ratio of the weight that Naim Suleymanoglu lifted on the first lift to the weight on the third lift. Mersin and Durmuş (2018), it is seen that history is mostly used as the historical development of a non-mathematical element (n=16). Information notes such as the discovery of the wheel, the invention of television, and the discovery of the thermometer are discussed under this category.…”

Section: Example -2mentioning

confidence: 99%

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Investigation of the Elements of the History of Mathematics in Secondary School Mathematics Coursebooks

Ceylan¹

2021

TURCOMAT

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This study investigates the use of the history of mathematics in secondary school mathematics coursebooks designed according to the new curriculum prepared in 2018 and to make alternative suggestions in which mathematics history can be used. For this purpose, four mathematics coursebooks, which were decided to be taught in schools affiliated to the Turkish Ministry of National Education for four years as of 2018, were analyzed by document analysis method, and this research attempted to determine to what extent the history of mathematics was used in these coursebooks. While making this analysis and analyzing the data, the categories proposed by Erdoğan et al. (2015) were used, including “historical notes,” “notes on usage areas of mathematics,” “applications with historical notes,” and “historical elements in students‟ extracurricular activities.” As a result of the study, it was found out that the 27 elements of the history of mathematics used in the coursebooks were mostly included at the fifth grade, in thelead-in stage, in the area of learning numbers and operations, in the form of small historical snippets about the historical development of situations other than mathematics. In light of these findings, it can be suggested that the history of mathematics is not used sufficiently in secondary school mathematics coursebooks.

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“…Distribution of EHM contents of items according toMersin and Durmuş (2018) …”

mentioning

confidence: 99%

Examining the Content of Mathematics History in Secondary School Mathematics Textbooks

Ceylan¹

2021

Turkish Journal of Computer and Mathematics Education (TURCOMAT)

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This study investigates the use of the history of mathematics in secondary school mathematics coursebooks designed according to the new curriculum prepared in 2018 and to make alternative suggestions in which mathematics history can be used. For this purpose, four mathematics coursebooks, which were decided to be taught in schools affiliated to the Turkish Ministry of National Education for four years as of 2018, were analyzed by document analysis method, and this research attempted to determine to what extent the history of mathematics was used in these coursebooks. While making this analysis and analyzing the data, the categories proposed by Erdoğan et al. (2015) were used, including "historical notes," "notes on usage areas of mathematics," "applications with historical notes," and "historical elements in students" extracurricular activities." As a result of the study, it was found out that the 27 elements of the history of mathematics used in the coursebooks were mostly included at the fifth grade, in the lead-in stage, in the area of learning numbers and operations, in the form of small historical snippets about the historical development of situations other than mathematics. In light of these findings, it can be suggested that the history of mathematics is not used sufficiently in secondary school mathematics coursebooks.

show abstract

Matemati̇k Tari̇hi̇ni̇n Ortaokul Matemati̇k Ders Ki̇taplarindaki̇ Yeri̇

Cited by 16 publications

References 22 publications

Ortaokul Matematik Ders Kitaplarındaki Matematik Tarihi Öğelerinin İncelenmesi

Ortaokul Matematik Ders Kitaplarındaki Matematik Tarihi Öğelerinin İncelenmesi

Investigation of the Elements of the History of Mathematics in Secondary School Mathematics Coursebooks

Examining the Content of Mathematics History in Secondary School Mathematics Textbooks

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