Using Popular Films in History of Mathematics Courses: Reflections from Prospective Mathematics Teachers

Year 2022, , 14 - 24, 30.06.2022

Ayşe Yolcu

https://doi.org/10.17984/adyuebd.1070178

Abstract

This article examines the reflections of prospective mathematics teachers about the use of popular films in a history of mathematics course. Three films are used in the course are Agora, The Man Who Knew Infinity and A Beautiful Mind, which are describing mathematicians’ experiences and struggles in different historical moments. Following completion of the course, twelve middle school prospective mathematics teachers voluntarily participate in the face-to-face semi-structured interviews. According to the results, popular films are inspirational for prospective mathematics teachers to pursue further mathematical studies and the stories in the films are influential while making future decisions. For prospective mathematics teachers, popular films are also helpful to put mathematicians in context in which their life styles and experiences become more visible. Despite the benefits of watching mathematicians in the films, prospective mathematics teachers reflect on the fact that popular films are coming from a profit-driven sector and they reflect on how the commercial purposes can limit a full comprehension of mathematicians’ lives. In the light of the findings, popular films are recommended as productive instructional materials in mathematics teacher education courses while there is a need to reflect on the commercial purposes and disadvantages.

Keywords

History of Mathematics, Mathematics Teacher Education, Popular Films, Mathematicians in History

Matematik Tarihi Derslerinde Popüler Filmlerin Kullanımı: Matematik Öğretmen Adaylarından Yansımalar

Abstract

Bu makale, matematik tarihi dersinde popüler filmlerin kullanımına ilişkin matematik öğretmen adaylarının görüşlerini incelemektedir. Çalışma kapsamında yer alan matematik tarihi dersinde farklı matematikçilerin farklı zaman ve bağlamlardaki deneyimlerini ve mücadelelerini tasvir eden Agora, Sonsuzluk Teorisi ve Akıl Oyunları olmak üzere üç film kullanılmıştır. Dersin tamamlanmasını takiben, on iki ortaokul matematik öğretmeni adayı ile yüz yüze görüşmeler yapılmıştır. Matematik öğretmeni adayları, popüler filmlerin ilham verici olabileceğini ifade etmişlerdir. Matematik öğretmen adayları için popüler filmler, matematikçilerin yaşam tarzlarının ve deneyimlerinin daha görünür hale geldiği bir bağlama oturtmaya yardımcı olmaktadır. Diğer bir bulgu, popüler filmlerin öğretim materyali olarak kullanımına ilişkin olup, öğretmen adayları filmlerin ilgi çekici olması gibi avantajlara ve matematikçilerin hayatlarını fazla dramatize etmesi gibi dezavantajlara sahip olduğunu ifade etmektedirler. Ayrıca, matematik öğretmeni adayları popüler filmlerin kâr odaklı bir sektörden geldiğinin farkındadır ve ticari amaçların matematikçilerin hayatındaki meseleleri anlama konusunda sınırlı olabileceğini düşünmektedirler. Bu çalışmanın sonucunda, matematikçilerin hayatını anlatan popüler filmler, sınırlılıkları dikkate alındığı takdirde, matematik öğretmen eğitimi derslerinde kullanılabilecek etkili öğretim materyalleri olarak önerilebilir.

Keywords

Matematik Tarihi, Matematik Öğretmen Eğitimi, Tarihteki Matematikçiler, Popüler Filmler

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