MIDDLE SCHOOL STUDENTS' OPINIONS ABOUT THE USE OF THE HISTORY OF MATHEMATICS IN TEACHING-LEARNING PROCESS MATEMATİK TARİHİNİN ÖĞRENME-ÖĞRETME SÜRECİNDE KULLANILMASINA YÖNELİK ORTAOKUL ÖĞRENCİLERİNİN GÖRÜŞLERİ


ŞİŞMAN G., Gençkaya Ş.

Milli Egitim, vol.50, no.230, pp.359-384, 2021 (Peer-Reviewed Journal) identifier

  • Publication Type: Article / Article
  • Volume: 50 Issue: 230
  • Publication Date: 2021
  • Doi Number: 10.37669/milliegitim.869635
  • Journal Name: Milli Egitim
  • Journal Indexes: Scopus, Central & Eastern European Academic Source (CEEAS), TR DİZİN (ULAKBİM)
  • Page Numbers: pp.359-384
  • Keywords: history of mathematics, matematik tarihi, middle school students, ortaokul öğrencileri, teaching-learning process, öğrenme-öğret-me süreci

Abstract

© 2021. All Rights Reserved.The aim of this study was to investigate the middle school students' opinions about the use of the history of mathematics in the teaching-learning process. As a survey study, the participants, selected through cluster sampling, were 2009 middle school students (6-8th graders) enrolled in the public middle schools located in six central districts of Ankara. The data were collected via the History of Mathematics Student Survey developed by the researchers and analyzed by descriptive statistics methods. The findings revealed that the history of mathematics was mostly related by the students with mathematics lesson, and as famous mathematicians, the students stated the people who contributed to mathematics and other fields of science. The findings indicated that the students' views about the learning of the history of mathematics were generally positive, but as the class level increased, the students' positive opinions decreased. It was also found that while the students indicated willingness to engage with the history of mathematics in the teaching-learning process, they stated that the current use of the history of mathematics in lessons was inadequate. Overall, it is recommended that the historical side of mathematics should be integrated with the teaching-learning process both quantitatively and qualitatively to increase students' awareness and curiosity about the history of mathematics as well as to promote meaningful learning.