History of Mathematics in the Turkish Middle School Mathematics Curriculum and Textbooks

Yıl 2018, , 188 - 215, 22.04.2018

Gülçin Tan Şişman , Büşra Kirez

https://doi.org/10.14812/cuefd.361176

Cited By: 8

Öz

The purpose of this study was to analyze how the
history of mathematics incorporated into Turkish middle school mathematics
curriculum (5^th-8^th grades) and textbooks. The data were
collected through document analysis from the Turkish middle school mathematics
curriculum guide (5^th-8^th grades) and six Turkish middle
school mathematics textbook series approved by the National Board of Education.
According to the results gathered from the math curriculum, only one reference
of the history of mathematics was found in the sixth-grade learning objectives
and a few suggestions acknowledging the use of the history of mathematics in
the learning and teaching process. No trace of the history of mathematics found
in the content and assessment aspects of the curriculum. Further, the total
number of the instances of the history of mathematics found in the six Turkish
middle school mathematics textbooks for 5^th-8^th grade is
only twenty-seven. Most of the references found in the math textbooks were
placed in the introduction part of the topic. Based on the findings, it is
obvious that the history of mathematics was used like a rarely-found appetizer
both in the curriculum and the textbooks.

Anahtar Kelimeler

History of Mathematics, Turkish Mathematics Curriculum, Turkish Mathematics Textbooks

Kaynakça

• Albayrak, Ö. (2011). Effects of history of mathematics integrated instruction on mathematics self-efficacy and achievement. Unpublished master thesis, Boğaziçi University, İstanbul.
• 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.
• Arseven, A. (2003). İlköğretim 7. sınıf matematik ders kitaplarına ilişkin öğretmen, öğrenci ve uzman görüşleri. Unpublished master thesis, Hacettepe University, Ankara.
• Aydoğdu, N., & Yüksel, İ. (2013). The relationship between prospective mathematics teachers’ beliefs and attitudes towards history of mathematics and their creativeness level. Journal of Research in Education and Teaching, 2(4), 186‐194.
• Baki, A., & Güven, B. (2009). Khayyam with Cabri: Experiences of pre‐service mathematics teachers with Khayyam’s solution of cubic equations in dynamic geometry environment. Teaching mathematics and Its Applications, 28, 1‐9.
• Baki, A., & Üstüner, S., Ö. (2013). The ways of using the history of mathematics in 6th, 7thand 8th grade mathematics textbooks. Elementary Education Online, 12(3), 849-872.
• Başer, N. (2012). İlköğretim öğretmenlerinin matematik ders kitaplarını kullanma yolları ve onların öğrencilerin matematik ders kitaplarını kullanma yolları ve matematik ders kitabı hakkındaki görüşleri. (Unpublished master thesis). Middle East Technical University, Ankara
• Başıbüyük, K. (2012). The use of mathematics history in mathematics courses: İbrahim Hakkı perspective and Babylonian method sample. Unpublished master thesis, Atatürk University, Erzurum.
• Bayam, S., B. (2012). The impact of a knowledge of the history of mathematics on primary school student mathematics achievement and attitudes. Unpublished master thesis, Kastamonu University, Kastamonu.
• Bayam, S., B. (2013). The views of students aged 12 about activities for history of mathematics included in mathematics curriculum. Paper presented at Eighth Congress of European Research in Mathematics Education, Antalya, Turkey.
• Bellomo, C., & Wertheimer, C. (2010). A discussion and experiment on incorporating history into the mathematics classroom. Journal of College Teaching & Learning, 7(4), 19‐24.
• Bidwell, J., K. (1993). Humanize your classroom with the history of mathematics. Mathematics Teacher, 86, 461-464.
• 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: The Journal, 4, 1-9.
• Burton, D., M. (2003). The history of mathematics: An introduction (5th ed.). New York, NY: McGraw-Hill.
• Clark, K., M. (2012). History of mathematics: Illuminating understanding of school mathematics concepts for prospective mathematics teachers. Educational Studies in Mathematics, 81(1), 67-84
• Collopy, R. (2003). Curriculum materials as a professional development tool: How a mathematics textbook affected two teachers' learning. The Elementary School Journal, 103(3), 287-311.
• Erdoğan, A., Eşmen, E., & Findik, S. (2015). Ortaokul matematik ders kitaplarında matematik tarihinin yeri: ekolojik bir analiz. Marmara University Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi, 42(42), 239-259.
• Ernest, P. (1998). The history of mathematics in the classroom. Mathematics in School, 27(4). 25‐31.
• Ersoy, E., & Öksüz, C. (2016). İlkokul 4. sınıflarda matematik tarihi kullanımının öğrenciler üzerindeki etkileri. İlköğretim Online, 15(2).
• Eves, H. (1990). An introduction to the history of mathematics (6th ed.). San Francisco, CA: Saunders.
• Fan, L., Zhu, Y., & Miao, Z. (2013). Textbook research in mathematics education: Development status and directions. ZDM, 45(5), 633-646.
• Fauvel, J. (1991). Using history in mathematics education. For the Learning of Mathematics, 11(2), 3-6.
• Fauvel, J. &Van Maanen, J. (Eds.) (2000). History in mathematics education-The ICMI study. Dordrecht: Kluwer Academic.
• Fried, M. N. (2001). Can mathematics education and history of mathematics coexist? Science & Education, 10, 391-408.
• Furinghetti, F. (2000). The history of mathematics as a coupling link between secondary and university teaching. International Journal of Mathematical Education in Science and Technology, 31 (1), 43-51.
• Gazit, A. (2013). What do mathematics teachers and teacher trainees know about the history of mathematics? International Journal of Mathematical Education in Science and Technology, 44(4), 501‐512.
• Göktepe, S. & Özdemir, A. Ş. (2013). An example of using history of mathematics in classes. European Journal of Science and Mathematics Education, 1(3), 125-136.
• Gürsoy, K. (2010). A survey of prospective mathematics teachers’ beliefs and attitudes towards using the history of mathematics in mathematics teaching. Unpublished master thesis, Karadeniz Technical University, Trabzon
• Hagerty, G.W., Smith, S. & Goodwin, D. (2007). The unique effects of including history in college algebra. Convergence: Where Mathematics, History and Teaching Interact, 4.
• Helfgott, M. (2004). Two examples from the natural sciences and their relationship to the history and pedagogy of mathematics. Mediterranean Journal for Research in Mathematics Education, 3(1–2), 147–164.
• Ho, W. K. (2008). Using history of mathematics in the teaching and learning of mathematics in Singapore. In Proceedings of 1st RICE (pp. 1-38), Singapore: Raffles Junior.
• Huntley, M. A., & Flores, A. (2010). A history of mathematics course to develop prospective secondary mathematics teachers’ knowledge for teaching. PRIMUS: Problems, Resources, and Issues in Mathematics Undergraduate Studies, 20, 603-616.
• İdikut, N. (2007). The effect of benefiting from history in education of mathematics on the studentʹs attitudes towards mathematics and their success on it. Unpublished master thesis, Yüzüncü Yıl University, Van.
• 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.
• Jankvist, U. T. (2009a). Using history as a goal in mathematics education. Unpublished doctoral dissertation, Roskilde University, Roskilde.
• Jankvist, U. T. (2010). An empirical study of using history as a ‘goal’. Educational Studies in Mathematics Education, 74(1), 53-74.
• 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. (1993). A history of mathematics: An introduction. NY: Harper Collins.
• Kaye, E. (2008). The aims of and responses to a history of mathematics video conferencing project for schools, In Proceedings of the British for Research into learning mathematics, 28 (3).
• Kleiner, I. (2001). History of the infinitely small and the infinitely large in calculus. Educational Studies in Mathematics, 48, 137-174.
• 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.
• Lim, S. Y. (2011). Effects of using history of mathematics on junior college students’ attitudes and achievement, In Proceedings of AAMT-MERGA Conference 2011 Mathematics: Traditions and New Practices, 455-463.
• Lingard, D. (2000). The history of mathematics: An essential component of mathematics curriculum at all levels. Australian Mathematics Teacher, 56(1), 40-44. Liu, P. (2003). Do teachers’ need to incorporate the history of mathematics in their teaching? Mathematics Teacher, 96(6), 416-421.
• Liu, P., & Niess, M. L. (2006). An exploratory study of college students’ views of mathematical thinking in a historical approach calculus course. Mathematical Thinking and Learning, 8(4), 373-406.
• Marshall, G. L. (2000). Using history of mathematics to improve secondary students’ attitudes toward mathematics. (Unpublished doctoral dissertation), Illinois State University, Normal, IL.
• McBride, C. C., & Rollins, H. J. (1977). The effects of history of mathematics on attitudes toward mathematics of college algebra students. Journal for Research in Mathematics Education, 8(1), 57‐61.
• McCartney, M. (2012). History of mathematics in the higher education curriculum. Maths, Stats and OR Network and HESTEM project report. http://uir.ulster.ac.uk/22942/1/HistoryofMaths.pdf
• MONE, (2013). Turkish national middle school mathematics curriculum (5th-8th grades). Ankara: MONE
• Mullis, I. V. S., Martin, M.O., Foy, P., & Arora, A. (2012). TIMSS 2011 International results in mathematics. Chestnut Hill, MA: Boston College
• Otte, M. (2007). Mathematical history, philosophy and education. Educational Studies in Mathematics, 66(2), 243-255.
• Özdemir, A. Ş., Göktepe, S., & Kepçeoğlu, İ. (2012). Using mathematics history to strengthen geometric proof skills. Procedia Social and Behavioral Sciences, 46, 1177‐1181.
• Panasuk, R. M., & Horton, L. B. (2012). Integrating history of mathematics into curriculum: What are the chances and constraints? International Electronic Journal of Mathematics Education, 7(1), pp.3‐20.
• Porter, A. C., & Smithson, J. L. (2001). Are content standards being implemented in the classroom? A methodology and some tentative answers. In S. H. Fuhrman (Ed.), From the capitol to the classroom: Standards-based reform in the states (pp. 60-80). Chicago: University of Chicago Press.
• Posner, G. J. (1995). Analyzing the curriculum (2nd ed.). New York: McGraw-Hill, .
• Povey, H. (2014). Walking in a foreign and unknown landscape: Studying the history of mathematics in initial teacher education. Science & Education, 23(1), 143-157.
• Radford, L., Furinghetti, F., & Katz, V. (2007). The topos of meaning or the encounter between past and present. Educational Studies in Mathematics, 66(2). pp. 107-110.
• Reys, R., Reys, B., Lapan, R., Holliday, G., & Wasman, D. (2003). Assessing the impact of" standards"-based middle grades mathematics curriculum materials on student achievement. Journal for Research In Mathematics Education, 34(1), 74-95.
• Smestad, B. (2000). History of mathematics in Norwegian textbooks. In Ninth International Congress on Mathematics Education, Tokyo, Japan.
• Smestad, B. (2008). Teachersʹ conceptions of history of mathematics. Retrieved on 12, March, 2016, from http://home.hio.no/~bjorsme/HPM2008paper.pdf
• Thomaidis, Y. & Tzanakis, C. (2009). The implementation of the history of mathematics in the new curriculum and textbooks in Greek secondary education. Dins: Working group, 15, 139-151.
• Tözluyurt, E. (2008). The perceptions of senior high students regarding the lessons, in which activities chosen from history of mathematics are used on the subject of numbers learning area. (Unpublished master thesis). Gazi University, Ankara
• Tyson, H. & Woodward, A., (1989). Why students aren’t learning very much from textbooks. Educational Leadership, 47(3), 14-17
• Valverde, G. A., Bianchi, L. J. , Wolfe, R. G., Schmidt, W. H., & Houang, R. T. (2002). According to the book. Using TIMSS to investigate the translation of policy in topractice through the World of textbooks. Dordrecht: Kluwer Academic Publishers.
• Woodward, A., & Elliott, D. L. (1990). Textbooks: Consensus and controversy. Chicago: National Society for the Study of Education.
• Xenofontos, C., & Papadopoulos, C. E. (2015). Opportunities of learning through the history of mathematics: the example of national textbooks in Cyprus and Greece. International Journal for Mathematics Teaching & Learning, 1-18. Retrieved on 9 November, 2017, from http://www.cimt.plymouth.ac.uk/journal/xenofontos. pdf
• Yee, L. S., & Chapman, E. (2011). Using history to enhance student learning and attitudes in Singapore mathematics classrooms. Education Research and Perspectives, 37, 110-132.
• Yenilmez, K. (2011). Prospective mathematics teachers’ opinions about the history of mathematics course. Pamukkale University Journal of Education, 30, 79-90.