Investigating How Prospective Mathematics Teachers Prepare History Integrated Lesson Plans with Assessing Historical Elements in Mathematics Textbooks
Springer Science and Business Media LLC - Trang 1-25 - 2023
Tóm tắt
It is difficult for mathematics teachers to find and utilize relevant historical content for their students. In this study, we aimed to examine how prospective mathematics teachers (PMTs) evaluate the history of mathematics (HM) in curriculum resources and how they integrate the HM into lesson plans. We collected data through PMTs’ evaluation reports on the analysis of textbooks, lesson plans, and lesson plan reflections. PMTs evaluated textbooks critically, acknowledging the limits and recognizing the possibilities. They mostly provided negative evaluations and criticized the quality of HM in the textbooks. The findings revealed that PMTs’ evaluations of the analysis of HMs in textbooks served as a bridge to assist their utilization of HMs in lesson plans. When PMTs incorporated HM into their lesson plans in an effort to engage students in the learning of mathematics, the HM integration reached higher levels of cognitive demand. However, they performed less well when incorporating pedagogical instructions and student thinking. The theoretical and practical implications of the study are discussed.
Tài liệu tham khảo
Agterberg, D. A., Oostdam, R. J., & Janssen, F. J. J. M. (2022). From speck to story: Relating history of mathematics to the cognitive demand level of tasks. Educational Studies in Mathematics, 110, 49–64.
Agterberg, D. A. (2022). A suitcase full of logs - An experiment with the use of history of mathematics in teacher training. Twelfth Congress of the European Society for Research in Mathematics Education (CERME12), Bozen-Bolzano, Italy. Retrieved April, 24, 2023, from https://hal.science/hal-03754209.
Amet, E. I., Tapan-Broutin, M. S., & Yılmaz, G. K. (2019). Türkiye–Yunanistan matematik ders kitaplarının karşılaştırmalı analizi: Pisagor teoremi ve temellendirilmesi örneği [Comparative analysis of mathematics textbooks in Turkey and Greece: the example of pythagorean theorem and how it is grounded]. Uluslararası Bilimsel Araştırmalar Dergisi (IBAD), 534–548.
Baki, A., & Bütüner, S. Ö. (2013). The ways of using the history of mathematics in 6th, 7th and 8th grade mathematics textbooks. İlköğretim Online, 12(3), 849–872.
Castaneda, A., Aguilar, M. S., Gómez-Blancarte, A. L., RomoVázquez, A., Lezama-Andalón, J., & Miranda-Viramontes, I. (2019). Representations of mathematicians in lower secondary mathematics textbooks. Eurasia Journal of Mathematics, Science and Technology Education, 15(7), em1716. https://doi.org/10.29333/ejmste/106056
Ceylan, S. (2021). Investigation of the elements of the history of mathematics in secondary school mathematics course books. Turkish Journal of Computer and Mathematics Education (TURCOMAT), 12(1), 320–348.
Chacón-Díaz, L. B. (2022). A textbook analysis to uncover the hidden contributors of science and mathematics. Science & Education, 31(1), 193–211.
Clark, K. (2012). History of mathematics: Illuminating understanding of school mathematics concepts for prospective mathematics teachers. Educational Studies in Mathematics, 81(1), 67–84.
Davis, E. A., Janssen, F. J. J. M., & van Driel, J. H. (2016). Teachers and science curriculum materials: Where we are and where we need to go. Studies in Science Education, 52(2), 127–160. https://doi.org/10.1080/03057267.2016.1161701
Dietiker, L., Males, L. M., Amador, J. M., & Earnest, D. (2018). Research commentary: Curricular noticing: A framework to describe teachers’ interactions with curriculum materials. Journal for Research in Mathematics Education, 49(5), 521–532.
Eren, M., Bulut, M., & Bulut, N. (2015). A content analysis study about the usage of history of mathematics in textbooks in Turkey. EURASIA Journal of Mathematics, Science and Technology Education, 11(1), 53–62.
Fan, L., & Li, N. (2020). How are mathematicians as part of mathematics history represented in contemporary Chinese school mathematics textbooks? Inovacije u Nastavi—Časopis Za Savremenu Nastavu, 33(1), 107–122. https://doi.org/10.5937/inovacije2001107L.
Fauvel, J. (1991). Using history in mathematics education. For the Learning of Mathematics, 11(2), 3–6.
Fennema, E., & Franke, M. L. (1992). Teachers’ knowledge and its impact. In D. A. Grouws (Ed.), Handbook of research on mathematics teaching and learning: A project of the National Council of Teachers of Mathematics (pp. 147–164). Macmillan.
Fried, M. N. (2001). Can mathematics education and history of mathematics coexist? Science & Education, 10(4), 391–408.
Furinghetti, F. (2007). Teacher education through the history of mathematics. Educational Studies in Mathematics, 66, 131–143.
Grossman, P., & McDonald, M. (2008). Back to the future: Directions for research in teaching and teacher education. American Educational Research Association, 45(1), 184–205.
Gulikers, I., & Blom, K. (2001). ‘A historical angle’, a survey of recent literature on the use and value of the history in geometrical education. Educational Studies in Mathematics, 47, 223–258. https://doi.org/10.1023/A:1014539212782
Güner, P., & Bolat, D. C. (2022). Teachers’ views on the use of history of mathematics in lessons and textbooks. Mehmet Akif Ersoy Üniversity Journal of Education Faculty, 62, 105–134.
Henningsen, M., & Stein, M. (1997). Mathematical tasks and students cognition: Classroom-based factors that support and inhibit high-level mathematical thinking and reasoning. Journal for Research in Mathematics Education, 28, 524–549.
Hughes, E. K. (2006). Lesson planning as a vehicle for developing pre-service secondary teachers’ capacity to focus on students’ mathematical thinking (Unpublished doctoral dissertation). University of Pittsburgh.
Jankvist, U. T. (2009). A categorization of the “whys” and “hows” of using history in mathematics education. Educational Studies in Mathematics, 71, 235–261.
Jankvist, U. T. (2011). Anchoring students’ metaperspective discussions of history in mathematics. Journal for Research in Mathematics Education, 42(4), 346–385.
Jankvist, U. T., Mosvold, R., Fauskanger, J., & Jakobsen, A. (2015). Analysing the use of history of mathematics through MKT. International Journal of Mathematical Education in Science and Technology, 46(4), 495–507.
Ju, M. K., Moon, J. E., & Song, R. J. (2016). History of mathematics in Korean mathematics textbooks: Implication for using ethnomathematics in culturally diverse school. International Journal of Science and Mathematics Education, 14(7), 1321–1338.
Katz, V. J. (1998). A history of mathematics: An introduction. Boston (MA): Addison Wesley Publishers.
Koyuncu, M. K. (2023). Is it possible to bring the past into the present for an effective history of mathematics teaching: Newspaper preparation method. International Journal of Science and Mathematics Education, 21(2), 513–534. https://doi.org/10.1007/s10763-022-10246-w
Lakoma, E. (2002). History of mathematics in curricula and school: A case study of Poland. In J. Fauvel & J. van Maanen (Eds.), History in mathematics education: The ICMI study (pp. 19–29). Springer.
Lit, C. K., Siu, M., & Wong, N. (2001). The use of history in the teaching of mathematics: Theory, practice, and evaluation of effectiveness. Education Journal, 29(1), 17–31.
Mersin, N., & Karabörk, M. A. (2021). The comparison of math textbooks in turkey and singapore in terms of technology ıntegration. International Journal of Curriculum and Instruction, 13(1), 552–573.
Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Sage.
Mosvold, R., Jakobsen, A., & Jankvist, U. T. (2014). How mathematical knowledge for teaching may profit from the study of history of mathematics. Science & Education, 23(1), 47–60.
Moyon, M. (2022). Desire of teachers and realities in textbooks: Dealing with history of mathematics in the new French curriculum and its impact on teacher training. ZDM, 54, 1613–1630. https://doi.org/10.1007/s11858-022-01427-6
Pepin, B., & Haggarty, L. (2001). Mathematics textbooks and their use in English, French and German Classrooms: A way to understand teaching and learning cultures. ZDM, 33(5), 158–175.
Roth, K., & Givvin, K. B. (2008). Implications for math and science ınstruction from the TIMSS 1999 Video Study. Principal Leadership, 8(9), 22–27.
Salas-García, I., Polo-Blanco, I., & González-López, M. J. (2022). Instrument for evaluating historical resources in mathematics textbooks. British Journal for the History of Mathematics, 37(3), 238–257.
Sánchez Aguilar, M., & Castaneda, A. (2020). A Foucauldian analysis of representations of mathematicians in lower secondary mexican mathematics textbooks. International Journal of Science and Mathematics Education, 18(4), 753–770.
Şaşmaz, H., & Aybek, B. (2022). Examination of history of mathematics in secondary school mathematics textbooks. Scientific Educational Studies, 6(1), 26–43.
Schorcht, S. (2018). History of mathematics in German mathematics textbooks: Typology of tasks. In K. Clark, T. H. Kjeldsen, S. Schorcht, & C. Tzanakis (Eds.), Mathematics, education and history: Towards a harmonious partnership (pp. 143–162). Springer.
Smestad, B., Jankvist, U. T., & Clark, K. (2014). Teachers’ mathematical knowledge for teaching in relation to the inclusion of history of mathematics in teaching. Nordic Studies in Mathematics Education, 19(3–4), 169–183.
Smestad, B. (2000). History of mathematics in Norwegian textbooks. Paper presented at WGA 13 (History and culture in mathematics education), ICME 9, Makuhari, Japan.
Smith, M. S., Bill, V., & Hughes, E. K. (2008). Thinking through a lesson: Successfully implementing a high level task. Mathematics Teaching in the Middle School, 14(3), 132–138.
Stein, M. K., Engle, R. A., Smith, M. S., & Hughes, E. K. (2008). Orchestrating productive mathematical discussions: Five practices for helping teachers move beyond show and tell. Mathematical Thinking and Learning, 10(4), 313–340.
Stein, M. K., Smith M. S., Henningsen, M. A. & Silver, E. A. (2000). Implementing standards-based mathematics instruction: A casebook for professional development. Teachers College Press.
Stephan, M., Pugalee, D., Cline, J., & Cline, C. (2016). Lesson imagining in math and science: Anticipating student ideas and questions for deeper STEM learning. ASCD.
Strauss, A. & Corbin, J. (1998). Basics of qualitative research techniques. Sage Publications.
Swetz, F. J. (1989). Using problems from the history of mathematics in classroom instruction. The Mathematics Teacher, 82(5), 370–377.
Tan-Şişman, G., & Kirez, B. (2018). History of mathematics in the Turkish middle school mathematics curriculum and textbooks. Cukurova University Faculty of Education Journal, 47(1), 188–215.
Taylan, R. D. (2018). The relationship between pre-service mathematics teachers’ focus on student thinking in lesson analysis and lesson planning tasks. International Journal of Science and Mathematics Education, 16(2), 337–356.
Thomaidis, Y., & Tzanakis, C. (2010). The implementation of the history of mathematics in the new curriculum and textbooks in Greek secondary education. In V. Durand-Guerrier, F. Soury-Lavergne, & F. Arzarello (Eds.), Proceedings of the Sixth Congress of the European Society for Research in Mathematics Education (pp. 2801–2810). Service des publications.
Tzanakis, C., & Arcavi, A. (2000). Integrating history of mathematics in the classroom: An analytic survey. In J. Fauvel & J. van Maanen (Eds.), History in Mathematics Education—The ICMI Study (pp. 201–240). Kluwer Academic.
Tzanakis, C., & Thomaidis, Y. (2012). Classifying the arguments and methodological schemes for integrating history in mathematics education. In B. Sriraman (Ed.), Crossroads in the history of mathematics and mathematics education (pp. 247-294). Information Age.
Xenofontos, C., & Papadopoulos, C. (2015). Opportunities of learning through the history of mathematics: The example of national textbooks in Cyprus and Greece. International Journal for Mathematics Teaching and Learning, 16, 1–18.
Yin, R. K. (2014). Case study research: Design and methods. Sage Publications.