A Meta-Synthesis of the Studies Using History of Mathematics in Mathematics Education

Abstract

The purpose of this research is to analyze the usage history of mathematics studies in Turkey and abroad by using meta-synthesis method and to present the type of tendency in this field. In the research, a total of 52 studies made up of 32 articles, 13 master dissertations, and 7 doctoral dissertations which were published between the years of 2000-2015 and chosen through purposeful sampling method were analyzed. Google Academics search engine, Tübitak Ulakbim DergiPark, YÖK National Dissertation Center, Ebscohost-Eric, Springer, ScienceDirect, Taylor and Francis and Proquest Dissertations and Theses Global databases have been taken advantages of selecting the studies. Each study were examined within the context of the study’s purpose, subject area, method, sample, data collection tools, teaching applications and results by being subjected to content analysis. Obtained data were interpreted depending on the frequency and partly illustrated through tables and graphs. Most of the studies analyzed in this research were experimental and case studies. Most of the studies were conducted with teacher candidates and surveys/scale and semi-structured interview questions were used as the data collection tools. Another result obtained through this study was the fact that history of mathematics is generally used as a tool.

Keywords

• History of mathematics,meta-synthesis,content analysis

Matematik Tarihinin Matematik Eğitiminde Kullanımı Üzerine Yapılan Çalışmaların Analizi: Bir Meta-Sentez Çalışması

Abstract

Bu araştırmada, matematik tarihinin kullanımı üzerine yapılan çalışmalar meta sentez yöntemi kullanılarak analiz edilmiştir. Araştırmaya 2000-2015 yılları arasında yayınlanmış ve amaçlı örnekleme yöntemi ile seçilen 32 makale, 13 yüksek lisans tezi, 7 doktora tezi olmak üzere toplam 52 çalışma dahil edilmiştir. Çalışmaların seçiminde, Google Akademik Araştırma Motoru, Tübitak Ulakbim Dergipark, YÖK Ulusal Tez Merkezi, Ebscohost-Eric, Springer, ScienceDirect, Taylor-Francis ve Proquest Dissertations Theses Global veri tabanlarından faydalanılmıştır. Çalışmaların her biri içerik analizine tabii tutularak çalışmanın amacı, yöntemi, örneklemi, veri toplama araçları, kullanılan öğretim uygulamaları ve elde edilen sonuçlar bağlamında incelenmiştir. Elde edilen veriler frekansa dayalı yorumlanmış, yer yer tablo ve grafikler kullanılarak gösterilmiştir. Sonuç olarak incelenen çalışmaların çoğunun; deneysel ve durum çalışması olduğu, öğretmen adayları ile yürütüldüğü, veri toplama aracı olarak anket, ölçek veya yarı yapılandırılmış görüşme formu kullanıldığı tespit edilmiştir. Diğer bir sonuç ise çalışmaların çoğunda matematik tarihinin araç olarak kullanılmış olmasıdır.

Keywords

• Matematik tarihi,meta sentez,içerik analizi

References

1. Arcavi, A. (1991). Two benefits of using history. For the learning of mathematics, 11(2), 11.
2. Awosanya, A. (2001). Using history in the teaching mathematics. Unpublished Thesis, America: Florida State University.
3. Bagni, G.T. (2005), Infinite series from history to mathematics education, International Journal for Mathematics Teaching and Learning, http://www.cimt.org.uk/journal/bagni.pdf adresinden alınmıştır.
4. Baki, A. (2008). Kuramdan Uygulamaya Matematik Eğitimi. Trabzon: Harf Eğitim Yayıncılığı.
5. Bidwell, J. (1993). Humanize your classroom with the history of mathematics. The Mathematics Teacher, 86(6), 461-464.
6. Bütüner, S. Ö. (2014). Matematik Tarihiyle Zenginleştirilmiş Sınıf Ortamlarından Yansımalar: Bir Aksiyon Araştırması. Unpublished Thesis, Turkey:Karadeniz Technical University
7. Bütüner, S. Ö. (2016). The use of concrete learning objects taken from the history of mathematics in mathematics education. International Journal of Mathematical Education in Science and Technology, 47(8), 1156-1178.
8. Çalık, M., & Sözbilir, M. (2014). İçerik Analizinin Parametreleri. Eğitim ve Bilim, 39(174), 33-38.

9. Ernest, P. (1998). The history of mathematics in the classroom. Mathematics in School, 27(4). 25-31.
10. Esteve, R. M. (2008). Understanding mathematics through its history. Third ICESHS, Austrian Academy of Sciences, Vienna.
11. Fauvel, J. (1991). Using history in mathematics education. For the Learning of Mathematics, 11(2), 3-6.
12. Finfgeld, D. L. (2003). Metasynthesis: The State of the Art-So Far, Qualitative Health Research, 13(7), 893-904.
13. Fried, N. M. (2001). Can mathematics education and history of mathematics coexist?. Scince and Education, 10, 391-408.
14. Furinghetti, F., & Somaglia, A. M. (1998). History of mathematics in school across disciplines. Mathematics in School, 27(4), 48-51.
15. Glaubitz, M. R. (2007, July). The use of original sources in the classroom. Proceedings of the 5th European Summer University, Prague.
16. Gulikers, I., & Blom, K. (2001). A historical angle, a survey of recent literature on the use and value of history in geometrical education. Educational Studies in Mathematics, 47, 223-258.
17. Haverhals, N., & Roscoe, M. (2010). The history of mathematics as a pedagogical tool: teaching the integral of the secant via Mercator’s projection. The Montana Mathematics Enthusiast, 7(2-3), 339-360.
18. Ho, W. K. (2008). Using history of mathematics in the teaching and learning of mathematics in Singapore. Paper presented at the 1st RICE, Singapore: Raffles Junior College.
19. Jankvist, T. U. (2009a). A categorization of the whys and hows of using history in mathematics education. Educational Studies in Mathematics Education, 71(3), 235-261.
20. Lawrence, S. (2006). Maths is good fot you: web-based history of mathematics resources for young mathematicians and their teachers. Journal of the British Society for the History of Mathematics, 21, 90-96.
21. Leng, N. W. (2006). Effects of an ancient chinese mathematics enrichment programme on secondary school students’ achievement in mathematics. International Journal of Science and Mathematics Education, 4, 485-511.
22. Lim, S. Y. (2011, July). Effects of using history of mathematics on junior college students’ attitudes and achievement, Retrieved July 15, 2012 from http://www.merga.net.au/documents/RP_SIEW.YEE.LIM_MERGA34-AAMT.pdf.
23. Lim, S. Y., & Chapman, E. (2015). Effects of using history as a tool to teach mathematics on students’ attitudes, anxiety, motivation and achievement in grade 11 classrooms. Educational Studies in Mathematics, 90(2), 189-212.
24. Liu, P. (2003). Do teachers’ need to incorporate the history of mathematics in their teaching?. Mathematics Teacher, 96(6), 416-421. Marshall, G. L., & Rich, B. S. (2000). The role of history in a mathematics class. Mathematics Teacher, 93(8), 704-706.
25. Nataraj, M. S., & Thomas, M. O. J. (2009). Developing understanding of number system structure from the history of mathematics. Mathematics Education Research Journal, 21(2), 96-115.
26. NCTM (2006). Historical topics for the mathematics classroom. Reston, VA: Author.
27. Paterson, B. L., Thorne, S. E., Canam, C., & Jillings, C. (2001). Meta-Study of Qualitative Health Research: A Practical Guide to Meta-Analysis and Meta-Syntehsis. Thousand Oaks, CA: Sage Publications
28. Sandelowski, M. and Barroso, J. (2003). Toward a Metasynthesis of Qualitative Findngs on Motherhood in HIV-Positive Women, Research in Nursing & Health, 26, 153-170.
29. Siu, M. K. (2007). No, I don’t use history of mathematics in my class. why? In F. Furinghetti, S. Kaijser, and C. Tzanakis (Eds.), Proceedings HPM2004 & ESU4 (revised edition, pp. 268–277). Uppsala: Uppsala Universitet.
30. Swetz, J. W. (1997). Using problems from the history of mathematics in classroom instruction, In Swetz, F., Fauval, J., Bekken, O., Johansson, B., & Katz, V. (Eds.), Learn from the masters. The Mathematical Association of America.
31. TTKB (2013). Ortaokul 5, 6, 7, 8. sınıf matematik öğretim programı, http://ttkb.meb.gov.tr/www/ogretim-programlari/icerik/72 adresinden 01.05.2016 tarihinde alınmıştır.
32. Tzanakis, C., & Arcavi, A. (2002). Integrating history of mathematics in the classroom: an analytic survey, In Favuel, J., & Van Manen, J. (Eds.), History in mathematics education (pp. 201-240), Netherlands: Kluwer Academic Publishers.
33. Wilson, P. S., & Chauvot, J. B. (2000). Who? How? What? A strategy for using history to teach mathematics. Mathematics Teacher, 93(8), 642-645