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

Year 2022, Volume: 12 Issue: 1, 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

References

• Alpaslan, M., Işıksal, M., & Haser, Ç. (2014). Pre-service mathematics teachers’ knowledge of history of mathematics and their attitudes and beliefs towards using history of mathematics in mathematics education. Science & Education, 23(1), 159-183. https://doi.org/10.1007/s11191-013-9650-1
• Arcavi, A., Bruckheimer, M., & Ben-Zvi, R. (1987). History of mathematics for teachers: The case of irrational numbers. For the Learning of Mathematics, 7(2), 18-23. https://www.jstor.org/stable/40247891
• Baki, A., & Bütüner, S. O. (2018). A meta-synthesis of the studies using history of mathematics in mathematics education. Hacettepe University Journal of Education, 33(4), 824-845. https://doi.org/10.16986/huje.2018036911
• Barbin, E. (2000). Integrating history: Research perspectives. In J. Fauvel & J. Van Manen (Eds.), History in mathematics education—The ICMI study (pp. 63-90), Kluwer Academic.
• Bluestone, C. (2000). Feature films as a teaching tool. College Teaching 48(4), 141-146.
• Bovaira, F. & Augustin, A. (Producers) & Amenábar, A. (Director). (2009). Agora [Motion Picture]. Spain: Focus Features.
• Burns, B. A. (2010). Pre-service teachers’ exposure to using the history of mathematics to enhance their teaching of high school mathematics. Issues in the Undergraduate Mathematics Preparation of School Teachers, 4, 1-9.
• Clark, K. (2012). History of mathematics: Illuminating understanding of school mathematics concepts for prospective mathematics teachers. Educational Studies in Mathematics, 81(1), 67–84. https://doi.org/10.1007/s10649-011-9361-y
• Corbin, J., & Strauss, A. L. (2008). Basics of qualitative research. Sage.
• Demircioğlu, İ. H. (2007). Tarih öğretiminde filmlerin yeri ve önemi [The place and importance of films in history teaching]. Bilig, 42, 77-93.
• Dündar, S., & Çakıroğlu, M. (2014). Why should the mathematics history be used in mathematics education, Eğitimde Kuram ve Uygulama, 10(2), 522-534. https://dergipark.org.tr/en/pub/eku/issue/5460/74069
• English, F., & Steffy, B. (1997). Using film to teach leadership in educational administration. Educational Administration Quarterly, 33(1), 107–115. https://doi.org/10.1177/0013161X97033001006
• Fauvel, J. (1991). Using history in mathematics education. For the Learning of Mathematics, 11(2), 3-6. https://www.jstor.org/stable/40248010
• Fauvel, J., & van Maanen, J. (Eds.). (2000). History in mathematics education—The ICMI study. Kluwer Academic.
• Fennell, H. (2013). Reel stories of teaching: Film and teacher education. Action in Teacher Education, 35(5-6), 445-461. https://doi.org/10.1080/01626620.2013.846762
• Fried, M. (2001). Can mathematics education and history of mathematics coexist? Science & Education, 10, 391–408. https://doi.org/10.1023/A:1011205014608
• Furinghetti, F. (2007). Teacher education through the history of mathematics. Educational Studies in Mathematics, 66(2), 131–143. https://doi.org/10.1007/s10649-006-9070-0
• Giroux, H. A. (1993). Reclaiming the social: Pedagogy, resistance, and politics in celluloid culture. Counterpoints, 1, 35-58. https://www.jstor.org/stable/45136431
• Grant, P. A. (2002). Using popular films to challenge preservice teachers’ beliefs about teaching in urban schools. Urban Education, 37(1), 77-95. https://doi.org/10.1177/0042085902371006
• Grazer, B. & Howard, R. (Producers) & Howard, R. (Director). (2001). A beautiful mind [Motion Picture]. United States: Universal Pictures.
• Gregg, V., Hosley, C., Weng, A., & Montemayor, R. (1995, March). Using feature film to promote active learning in the college classroom. Presented at the 9th Annual Conference on Undergraduate Teaching of Psychology: Ideas and Innovations. Ellensville, NY. (Eric Document 389 367).
• Grugnetti, L. & Rogers, L. (2000). Philosophical, multicultural and interdisciplinary issues, in J. Favuel & J. Van Manen (Eds.), History in mathematics education—The ICMI study, (pp. 39-62), Kluwer Academic.
• Güven Yıldırım, E., Köklükaya, A., & Selvi, M. (2015). Öğretim materyali olarak 3-Idiot filmi ile öğretmen adaylarının günlük hayatta fenin kullanımı ve eğitimde aile rolü üzerine görüşlerinin belirlenmesi [Determination of candidate teachers’ opinions on science in everyday life and family role in process of education with 3-Idiots movie as a teaching material]. Trakya Üniversitesi Eğitim Fakültesi Dergisi, 5(2), 94-105. https://dergipark.org.tr/en/pub/trkefd/issue/21482/230219
• Higher Education Council. (2007). Eğitim fakültesi öğretmen yetiştirme lisans programları [Education faculty teacher preparation bachelor’s programs]. Retrieved from https://www.yok.gov.tr/Documents/Yayinlar/Yayinlarimiz/egitim-fakultesi-ogretmen-yetistirme-lisans-programlari.pdf
• Jankvist, U. T. (2009). A categorization of the ‘‘whys’’ and ‘‘hows’’ of using history in mathematics education. Educational Studies in Mathematics, 71(3), 235–261. https://doi.org/10.1007/s10649-008-9174-9
• İşcan, A., & Karagöz, B. (2016). Yabancı dil olarak Türkçe öğretiminde konuşma becerisi kazandırmada filmlerin kullanımı. [The use of films to help students gain speaking ability in teaching Turkish as a foreign language]. Atatürk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 20(4), 1265-1278. https://dergipark.org.tr/en/pub/ataunisosbil/issue/26966/283397
• Kaya, R., & Günal, H. (2015). Tarih öğretmenlerinin muhteşem yüzyıl dizisi özelinde tarih konulu film ve dizilerin öğretimde kullanımına yönelik görüşleri [Views of history teachers on the use of history-themed movies and TV series in teaching in the context of The Magnificent Century]. Türk Tarih Eğitimi Dergisi, 4(1), 1-48. https://doi.org/10.17497/tuhed.185614
• Kontaş, H. (2016). The effect of an education-themed movie on the academic motivation of teacher candidates and their attitude towards teaching profession. Journal of Education and Training Studies, 4(6), 93-103. https://doi.org/10.11114/jets.v4i6.1483
• Liu, P. (2003). Do teachers’ need to incorporate the history of mathematics in their teaching? Mathematics Teacher, 96(6), 416-421.
• Merriam, S. B. (2009). Qualitative research: A guide to design and implementation, (3rd edition). Josey-Bass.
• Philippou, G. N., & Christou, C. (1998). The effects of a preparatory mathematics program in changing prospective teachers’ attitudes towards mathematics. Educational Studies in Mathematics, 35, 189–206. https://doi.org/10.1023/A:1003030211453
• Pressman, E. R., Young, J., & Thomas, J. (Producers) & Brown, M. (Director). (2016). The man who knew infinity [Motion Picture]. United Kingdom: Warner Bros.
• Radford, L. (1997). On psychology, historical epistemology, and the teaching of mathematics: Towards a sociocultural history of mathematics. For the Learning of Mathematics, 17(1), 26–33. https://www.jstor.org/stable/40248219
• Sullivan, K. M. (2000). Pre-service secondary mathematics teachers' attitudes about the history of mathematics. Unpublished master’s thesis, University of Nevada, Las Vegas
• Tan, C. (2006). Philosophical reflections from the silver screen: Using films to promote reflection in pre‐service teachers. Reflective Practice, 7(4), 483-497. https://doi.org/10.1080/14623940600987080
• Tofur, S. (2018). Use of educational movies in classroom management courses: A metaphorical study. Turkish Online Journal of Qualitative Inquiry, 9(4), 389-411. https://doi.org/10.17569/tojqi.423738
• Trier, J. (2002). Exploring the concept of ‘habitus’ with preservice teachers through the use of popular school films. Interchange, 33(3), 237-260. https://doi.org/10.1023/A:1020941318001
• 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.
• Yenilmez, K. (2011). Matematik öğretmeni adaylarının matematik tarihi dersine ilişkin düşünceleri [Views of prospective mathematics teachers about history of mathematics course]. Pamukkale University Education Faculty Journal, 30, 79-90. https://dergipark.org.tr/en/pub/pauefd/issue/11113/132873