scholarly journals History of Mathematics for Teaching Mathematics: The Case of Indonesian Prospective Teachers' Beliefs and Attitudes

2020 ◽  
Vol 8 (6) ◽  
pp. 2305-2314
Author(s):  
Intan Bigita Kusumawati ◽  
Achmad Dhany Fachrudin ◽  
Ahmad Wachidul Kohar ◽  
Soffil Widadah
Keyword(s):  
Prospective Teachers ◽  
History Of Mathematics ◽  
Teaching Mathematics ◽  
Teachers Beliefs ◽  
History Of ◽  
Mathematics For Teaching ◽  
Beliefs And Attitudes

Prospective teachers’ beliefs and self-efficacy beliefs about inquiry-based teaching approach in mathematics

2018 ◽  
Vol 2 (2) ◽  
Author(s):  
Areti Chr Panaoura
Keyword(s):  
Prospective Teachers ◽  
Time Allocation ◽  
Self Efficacy ◽  
History Of Mathematics ◽  
Real Life ◽  
Efficacy Beliefs ◽  
Teaching Approach ◽  
Mathematical Concepts ◽  
Teachers Beliefs ◽  
History Of

<p align="justify">The present study focuses on the investigation of prospective teachers’ beliefs and self-efficacy beliefs about the use of the inquiry-based teaching approach in mathematics education during their studies, before and after fieldwork. The aim of the two courses they attended during their studies in a pedagogical department emphasized the understanding of the human involvement on the development of the mathematical concepts through the history of mathematics and the role of investigation and exploration at the teaching of mathematics, as a part of the inquiry-based approach. At the final year of their studies, during the fieldwork they were expected to implement the acquired knowledge about innovative processes in real life classroom situations. The study which conducted with the participation of 73  prospective teachers is divided into three main phases: a) examining their beliefs and self-efficacy beliefs after attending a course about Basic Mathematical Concepts based on the History of Mathematics, b) examining their beliefs and their self-efficacy beliefs after attending a course about the Methodology of Teaching Mathematics in primary education and c) examining the difficulties they face during their first teaching experiences in real life school situations during the last year of their studies. Results indicated that participants seemed to believe in the value of inquiry-based approach and they had high self-efficacy beliefs about using explorations and investigations which were presented at the textbooks; however they had low self-efficacy beliefs about constructing mathematical investigations and explorations by themselves and overcoming teaching difficulties which were related with children’s misunderstandings and time allocation management, during the fieldwork experience. </p>

scholarly journals Generalizing the Nagel line to circumscribed polygons by analogy and constructive defining

Pythagoras ◽  
2008 ◽  
Vol 0 (68) ◽  
Author(s):  
Michael De Villiers
Keyword(s):  
History Of Mathematics ◽  
Genetic Approach ◽  
Mathematical Content ◽  
Euler Line ◽  
History Of ◽  
Mathematics For Teaching ◽  
The Creation ◽  
Reasoning By Analogy

This paper first discusses the genetic approach and the relevance of the history of mathematics for teaching, reasoning by analogy, and the role of constructive defining in the creation of new mathematical content. It then uses constructive defining to generate a new generalization of the Nagel line of a triangle to polygons circumscribed around a circle, based on an analogy between the Nagel line and the Euler line of a triangle.

Scientific novelties implemented into teaching mathematics in secondary schools on the Polish territories in the 19th century. The case of descriptive geometry

2020 ◽  
pp. 205-218
Author(s):  
Karolina Karpińska
Keyword(s):  
Mathematics Education ◽  
19Th Century ◽  
18Th Century ◽  
History Of Mathematics ◽  
Descriptive Geometry ◽  
Teaching Mathematics ◽  
Education History ◽  
Secondary School Education ◽  
History Of ◽  
The 19Th Century

This article is dedicated to discussing the implementation of the descriptive geometry, i.e. the scientific novelty from the end of the 18th century, in secondary school education on the Polish territories in the 19th century. At that time, Polish lands were under the occupation of three empires: Prussia, Austria, and Russia. Over the time, the policy of the partition empires toward the Poles was changing in intensity. As a consequence, in the 19th century, there were schools on the Polish territories with Polish, Prussian, Austrian and Russian curricula and relevant lecture languages. The article analyses the implementation of descriptive geometry into teaching mathematics in schools located in all three partitions. Keywords: descriptive geometry, history of mathematics education, history of mathematics

scholarly journals Mathematics teacher's perceptions about influence of different ICT usage strategies on their competencies

2020 ◽  
Vol 10 (2) ◽  
pp. 38-42
Author(s):  
Eugen Ljajko
Keyword(s):  
Mathematics Teachers ◽  
Mathematics Instruction ◽  
Teaching Mathematics ◽  
Teacher Competencies ◽  
Key Factors ◽  
Positive Effects ◽  
The Third ◽  
Teachers Beliefs ◽  
Beliefs And Attitudes ◽  
The Way

Teacher competencies are among the key factors of a successful mathematics instruction. The main goal of the study was to compare teachers' beliefs and attitudes affected by different strategies in organizing the instruction process. The study gives a comparison of teachers' competencies in three groups of teachers - one teaching mathematics without ICT, the second using ready-made GeoGebra applets and the third one developing their own GeoGebra applets in cooperation with their students. The survey includes 65 mathematics teachers working in 21 primary and secondary schools in southern regions of Serbia. We observed, assessed and compared affective-motivational characteristics of teachers - their beliefs and professional motivation. Results indicate that the teachers' affective-motivational characteristics depend on the way they employ technology in representing the content they teach. If the technology is used in an inappropriate manner it can impede the students' creativity, but it also obstructs teachers in deploying their full abilities in the process. The results also bring to the fore issues concerning ways to maintain positive effects achieved through ICT empowered instruction organized in the way the third group of teachers did.

Examination of prospective teachers' educational beliefs and attitudes towards educational history

2021 ◽  
Vol 9 (4) ◽  
pp. 884-906
Author(s):  
Rafet Aydin ◽  
Keyword(s):  
Prospective Teachers ◽  
Teacher Candidates ◽  
Attitude Scale ◽  
Education History ◽  
Educational Beliefs ◽  
Educational History ◽  
History Of ◽  
Teachers Attitudes ◽  
The Relationship ◽  
Beliefs And Attitudes

The aim of this research is to reveal the educational beliefs of prospective teachers and their attitudes towards the History of Education course and the relationship between them. This research aimed to determine the opinions of prospective teachers about their future profession and to make suggestions about teacher training. The research was designed in the survey model and the relational survey model was used to determine the relationship between the variables. The sample of the study consisted of a total of 453 teacher candidates, 90 of whom were male and 363 were female. The data of the research were collected by using the "Educational Beliefs Scale" and "Attitude Scale Towards Turkish Education History Course". The data were analyzed with computer package programs. In line with the educational beliefs scale used in the research, it was revealed that the educational beliefs of the teacher candidates were 'Existentialism', 'Progressivism', 'Perennialism', 'Reconstructionism' and 'Essentialism', respectively. According to the data obtained from the scale of attitude towards education history, it was concluded that prospective teachers’ attitudes towards education history are high. Finally, it was concluded that there is a moderate, positive, and significant relationship between the educational beliefs of the prospective teachers and their attitudes towards Education History.

Teaching Mathematics through Historic Environment. A Time-Travel Grounded Pedagogy

2019 ◽  
pp. 380-385
Author(s):  
Marguerite K. Miheso-O´Connor
Keyword(s):  
Problem Solving ◽  
Mathematical Thinking ◽  
History Of Mathematics ◽  
Time History ◽  
Time Travel ◽  
Teaching Mathematics ◽  
Historical Events ◽  
Long Period ◽  
Present Context ◽  
History Of

Mathematics has been used by generations to make important decisions for a long period of time. History is littered with problem solving events which are results of mathematization of tasks based on available tools in any given generation. While History of mathematics focuses on what each culture contributed to present day conventional mathematics as taught in schools as a subject, Mathematics in a Historic environment focuses on identifying mathematical thinking that exists in all historical events. Historical events when enacted through the Time Travel approach learners get the opportunity to relive past events in the present context. Teaching mathematics in historic environment uses the time travel events that are practised by bridging ages international, to provide a reflective meaningful conceptualization of mathematics is a living subject. The strategy illuminates the centrality of mathematical thinking in all historical events. This paper shares findings from a study carried out on the effectiveness of this approach for teaching mathematics and provides an opportunity to discuss the approach as a viable pedagogic strategy that can be replicated across the curriculum.

Projects: Historical Modules Project

2000 ◽  
Vol 93 (8) ◽  
pp. 728
Keyword(s):  
High School ◽  
High School Teachers ◽  
National Science Foundation ◽  
Mathematics Curriculum ◽  
History Of Mathematics ◽  
Secondary Mathematics ◽  
Teaching Mathematics ◽  
School Teachers ◽  
National Science ◽  
History Of

The Historical Modules Project, a part of the Institute in the History of Mathematics and Its Use in Teaching (IHMT), is sponsored by the Mathematical Association of America (MAA) and supported by the National Science Foundation. In the project, eighteen high school teachers and six college teachers with experience in the history of mathematics have been working in six teams to develop modules for various topics in the secondary mathematics curriculum. These modules are intended to show teachers how to use the history of mathematics in teaching mathematics.

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