“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

Kapofu, Lifeas Kudakwashe; Kapofu, Winfilda

doi:10.29333/iejme/8446

Cited by 5 publications

(4 citation statements)

References 19 publications

(20 reference statements)

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“…This is supported by the finding from meta-analysis research done by Bütüner (2015) that stated that using HoM in Mathematics education develops students' positive attitude to learning Mathematics. Integration of HoM in the Mathematics classroom develops students' positive perceptions about Mathematics as well as increasing their motivation and readiness to learn Mathematics (Kapofu & Kapofu, 2020). Next, HoM also helps to explain what students find difficult now in solving Mathematical problems by referring to the obstacles faced in the history of the development of Mathematics.…”

Section: Implementation Of Hom In Teaching and Learning Mathematicsmentioning

confidence: 99%

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

Azman¹,

Maat²

2021

IJARBSS

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The history of mathematics (HoM) is important for mathematics to be enriched, in the evaluation of the development of the mathematics based on scholars and subjects. However, many students often have a bad impression of Mathematics. Therefore, a lot of alternatives have been used by Mathematics educators to change this sceptical view of Mathematics. One of the methods is by using the history in Mathematics in the teaching and learning process. Therefore, this study aims to identify Mathematics teachers' views towards the integration of the HoM and the implementation of HoM in teaching and learning in a systematic literature review context. Using the guidelines by Preferred Reporting Items for Systematic Review and Meta-Analyzes (PRISMA) and the combination of keywords such as "integration of History of Mathematics", "using History of Mathematics", "implementing History of Mathematics" and "integrating History of Mathematics". 30 out of 1412 articles used in this study were chosen from two electronic databases which are ERIC, and Google Scholar without restricting the year of publication. The article selection was done based on a few criteria such that the variables in previous research were focused on the views and opinions of teachers about the usage of HoM and the usage of HoM in Mathematics education. Extraction of data was based on the name of the researcher, year, country, title, sample size, instrument used, field of study, methodology and analysis and findings. The findings reveal that Mathematics' teachers have positive views about the integration of HoM in teaching and learning. Teachers did not use HoM in class due to problems such as lack of knowledge and skill to integrate HoM, insufficient materials, resources and time and exclusion of HoM in the Mathematics syllabus and examination. To conclude, Mathematics teachers should consider integrating HoM in their teaching and choosing history as an alternative way to teach Mathematics. As for future works, Mendeley, Scopus and Web of Science are highly recommended to be databases of the study using should extensive related keywords.

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Section: Implementation Of Hom In Teaching and Learning Mathematicsmentioning

confidence: 99%

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

Azman¹,

Maat²

2021

IJARBSS

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“…Galante's (2014) study involving preservice teachers highlights how the history of mathematics concepts provides fresh ideas for lesson development and pedagogical content. Kapofu and Kapofu (2020) further emphasise that teaching historical aspects of mathematical concepts, such as the Pythagorean theorem, can improve students' motivation and problem-solving abilities.…”

Section: Introductionmentioning

confidence: 99%

Effects of Perceived Mathematics Connection on Mathematics Motivation: Mediating Role of History of Mathematics Concepts

Gyasi Alfred,

Yarhands Dissou,

Benjamin Adu

2024

IJMME

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The present study assessed the mediating effects of history of mathematics concepts on the relationship between mathematics connection and mathematics motivation. The study was a descriptive survey carried out on 390 students randomly selected from Asuoso Senior High School in the Offinso-North District of Ghana’s Ashanti region. Data was collected using Likert type structured questionnaires. Reliability analysis was computed in SPSS (V. 23) and confirmatory factor analysis was computed in AMOS (V. 23). In addition, average variance extracted (AVE), convergent validity, and discriminant validity were computed in Microsoft Excel from factor loadings. Also, composite reliability was calculated at https://www.thestatisticalmind.com/composite-reliability/. Structural Equation Modelling (SEM) was computed in Amos (V. 23) to determine direct, and mediating effects among the main constructs. The study found that mathematics connection positively and significantly influenced mathematics motivation of senior high school students. The indirect effects of mathematics connection on mathematics motivation through history of mathematics concepts was positive and significant. The study recommended that mathematics teachers should desist from merely topic explanations and rote memorization of solution procedures. They should rather make mathematics connections and history of mathematics concepts imminent in their lesson planning and delivery. To implement this, mathematics topics should be linked to real-life scenarios, other subjects, and students’ lives, and the history behind such concepts are explained in plain language. Not only teachers, NaCCA should ensure that the mathematics syllabus and textbooks for senior high schools have incorporated real-life scenarios as well as the historical background of concepts to ensure learners develop the interest and motives for studying mathematics.

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“…Context principle requires the learning content to be related to cultural, social, and historical aspects. The correlation between mathematics learning in the previous and current context has positively impacted pupils' learning, especially psychologically (Kapofu & Kapofu, 2020). Pupils should embrace mathematics history and seek the meaning of learning mathematics within themselves.…”

Section: Introductionmentioning

confidence: 99%

Teachers’ Perception of the Suitability of Chinese School Year 6 Mathematics Textbook

Chia Mui,

Mahmud

2023

IJARPED

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Textbooks are one of the primary referencing sources in teaching mathematics. Mathematics teachers refer to textbooks to plan their daily teaching. However, the need for a protocol to evaluate the quality of textbooks has raised a question on the suitability of textbooks currently used in schools. Hence, this research aimed to investigate the suitability of the Year 6 mathematics textbook from mathematics teachers' perspectives. The investigation circles the correlation between six aspects: curriculum, discipline, pedagogy, technology, context, and presentation. Through a random sampling strategy, 100 Sarawakian Chinese primary school mathematics teachers responded to the survey form distributed through WhatsApp within a week. Statistical Package for Social Sciences (SPSS) analyzed quantitative data descriptively and analytically. The analysis found that the Year 6 mathematics textbook is highly suitable (min = 3.34). Pearson Correlation analysis also identified moderate positive relationships between curriculum (r = 0.408), pedagogy (r = 0.405), and technology (r = 0.459) aspects. Meanwhile, discipline has weak positive relationships with context (r = 0.378) and presentation (r = 0.335) aspects. Hence, improve the survey item and include qualitative data to enhance the research quality for the suitability evaluation of mathematics textbooks.

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“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

Cited by 5 publications

References 19 publications

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

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

Effects of Perceived Mathematics Connection on Mathematics Motivation: Mediating Role of History of Mathematics Concepts

Teachers’ Perception of the Suitability of Chinese School Year 6 Mathematics Textbook

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