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The use of interdisciplinary approach in geometry teaching: The example of Arab-Islamic civilization

Yıl 2023, Cilt: 4 Sayı: 1, 31 - 42, 30.06.2023

Öz

TThis paper presents the important topic of using photographic images connected with tradition and art as enrichment items in geometry classes, on subjects relevant in the context of Arab-Islamic civilization. In addition, the study presents the use of photographic images (photographs) of mathematical objects in lessons on geometric thought, as a means of increasing students’ involvement and enhancing their learning experience. Examples of photographs taken from Arab-Islamic civilization are presented, suggested for being especially appropriate for teaching geometry to Arab students at an Arab teacher training college. The study involved 50 participants: Twenty-four teachers in the academic retraining program, to become mathematics and computer sciences teachers; 26 regular students in their fourth year, majoring in mathematics and computer sciences The teachers and students participated in the compulsory course: Arab-Islamic Civilization at an Arab teachers training college. This group was chosen since they are designated to become math teachers and serve as agents of change in schools. In this study we used a questionnaire with one version for both groups of participants – teachers in retraining and regular students in their fourth year of study in the teaching of mathematics and computer sciences. The first two question are intended to provide initial personal information (profession, and math teaching experience) and the Questions 3-13 are open questions providing information with regard to teachers’ and students’ positions on the study topic. At the end of the questionnaire, the participants were asked to make additional comments. The paper include a model of a mathematics lesson including a mathematical photograph connected with Arab-Islamic civilization and Examples of pictures and an example of a lesson plan designed in accordance with the proposed model. The analysis of the findings connected with the questions that appeared in the opinion questionnaire, and divided in to seven categories. The findings of this study indicate positive attitudes of teachers and students towards integration of teaching methods including the use of photographic images in teaching in general and geometry in particular. The study discussed in this paper may contribute to teachers’ and teacher cadets’ professional development in making geometry classes in the mathematics discipline more experiential, and thus reducing anxiety and fear of mathematics.

Teşekkür

Thank you very much

Kaynakça

  • Adawi, G. (2019). The Documentary Film and the Photographic Image as Means of Significant Learning. Amman Dar Al-Shuruk.
  • Barth, R. (2002). The Photographic Message. The Midrasha [Photography, Text, Art], 5, 21-33
  • Barth, R. (1980). Thoughts on Photography (pp. 1-64). Jerusalem: Keter.
  • Barnes, J. W. (Ed.). (2014). Complete Works of Aristotle. In The Revised Oxford Translation (Vol. 1). Princeton: University Press.
  • Bishop, A. J. (2008). Mathematics teaching and values education – An intersection in need of research. In P. Clarkson & N. Presmeg (Eds.), Critical Issues in Mathematics Education (pp. 231-238). Melbourne, Australia: Springer.
  • Bishop, A. J. (1988). Mathematical Enculturation: A Cultural Perspective on Mathematics Education. Dordrecht: Kluwer academic publishers.
  • Daher, W. (2004). Integration of the History of Mathematics in the Teaching and Study of Mathematics. Jama’a, 8, 422-471.
  • Edri, Y. and Movshovitz-Hadar, N. (2014). Values Education in a Disciplinary Framework – Study of Action in Mathematics Lessons. Research and Study of Mathematical Education, 2, 15-42.
  • Fischbein, E. (1993). The theory of figural concepts. Educational Studies in Mathematics, 24, 139-162.
  • Gal, H. (2011). From another perspective-training teachers to cope with problematic learning situations in geometry. Educational Studies in Mathematics, 78(2), 183-203.
  • Goldstein, B. (2007). All photos lie: Images as data. In G. C. Stanczak (Ed.), Visual Research Methods: Image, Society, and Representation. Los Angeles: Sage Publication.
  • Gravemeijer, K. & Doorman, M. (1999). Context problems in realistic mathematics education: A calculus course as an example. Educational Studies in Mathematics, 39, 111-129.
  • Harper, D. (2005). What’s new visually? In N. K. Denzin & Y. S. Lincoln (Eds.), The SAGE Handbook of Qualitative Research. Thousand Oaks: Sage Publications.
  • Hoffer, A. (1981). Geometry is more than proof. Mathematics Teacher, 74(1), 11-18.
  • Ismaeli Y., Autaf, A. (March 10, 2015). The Role of Educational Tools in Enrichment of Academic Activity at the University Drawn on 15.06.2022:from the website: http://manifest.univ-ouargha.dz/index.php/seminaries
  • Katzaf, Ada. (2004). The Study of Mathematics as Part of the People’s Civilization: The Connection of Humanistic Mathematical Education to the People’s Civilization. Mathematics Teacher’s Newsletter, 20-25, 31.
  • Katzaf, Ada. (2006). Mathematics in Israel and Worldwide: Ethnomathematics: The Radiant Face of Mathematics as Emerging from Various World Civilizations. Strong Number 2000, 11, 30-35
  • Lester, F. K. (Ed.). (2007). Second Handbook of Research in Mathematics Learning and Teaching. Reston, VA: National Council of Teachers of Mathematics.
  • Ministry of Education. (2013). Junior High School Mathematics Curriculum. Jerusalem: Ministry of Education and Civilization, Department for Planning and Development of Curricula.
  • Ministry of Education. (2006). Elementary School Mathematics Curriculum. Jerusalem: Ministry of Education and Civilization, Department for Planning and Development of Curricula.
  • Mussarwa, H. (2012). The Study of Geometry based on the Study of Cultural Contexts. Dissertation for Receipt of Doctor of Philosophy (PhD), Technion, Haifa.
  • Orey, D. & Rosa, M. (2007). Cultural assertions and challenges towards pedagogical action of an ethnomathematics program. For the Learning of Mathematics, 27(1), 10-16.
  • Palmer, D. (2005). A motivational view of constructivist informed teaching. International Journal of Science Education, 27(15), 1853-1881.
  • Shkedi, A. (2003). Words that Try to Touch: Qualitative Research Theory and Practice. Tel Aviv: Ramot
  • Tsamir, P. & Tirosh, D. (2008). Combining theories in research in mathematics teacher education, ZDM, 40, 861-872.
  • Tzabar Ben-Yehoshua, N. (1999). Qualitative Research in Teaching and Learning. Tel Aviv: Modan.
  • Verner, I. & Maor, S. (2005). Mathematical aspects of educating architecture designers: A college study. International Journal of Mathematics Education in Science and Technology, 36(6), 655-671.
  • Williams, C. M. (1963). Learning from Pictures. Washington, D. C.: National Education Association
Yıl 2023, Cilt: 4 Sayı: 1, 31 - 42, 30.06.2023

Öz

Kaynakça

  • Adawi, G. (2019). The Documentary Film and the Photographic Image as Means of Significant Learning. Amman Dar Al-Shuruk.
  • Barth, R. (2002). The Photographic Message. The Midrasha [Photography, Text, Art], 5, 21-33
  • Barth, R. (1980). Thoughts on Photography (pp. 1-64). Jerusalem: Keter.
  • Barnes, J. W. (Ed.). (2014). Complete Works of Aristotle. In The Revised Oxford Translation (Vol. 1). Princeton: University Press.
  • Bishop, A. J. (2008). Mathematics teaching and values education – An intersection in need of research. In P. Clarkson & N. Presmeg (Eds.), Critical Issues in Mathematics Education (pp. 231-238). Melbourne, Australia: Springer.
  • Bishop, A. J. (1988). Mathematical Enculturation: A Cultural Perspective on Mathematics Education. Dordrecht: Kluwer academic publishers.
  • Daher, W. (2004). Integration of the History of Mathematics in the Teaching and Study of Mathematics. Jama’a, 8, 422-471.
  • Edri, Y. and Movshovitz-Hadar, N. (2014). Values Education in a Disciplinary Framework – Study of Action in Mathematics Lessons. Research and Study of Mathematical Education, 2, 15-42.
  • Fischbein, E. (1993). The theory of figural concepts. Educational Studies in Mathematics, 24, 139-162.
  • Gal, H. (2011). From another perspective-training teachers to cope with problematic learning situations in geometry. Educational Studies in Mathematics, 78(2), 183-203.
  • Goldstein, B. (2007). All photos lie: Images as data. In G. C. Stanczak (Ed.), Visual Research Methods: Image, Society, and Representation. Los Angeles: Sage Publication.
  • Gravemeijer, K. & Doorman, M. (1999). Context problems in realistic mathematics education: A calculus course as an example. Educational Studies in Mathematics, 39, 111-129.
  • Harper, D. (2005). What’s new visually? In N. K. Denzin & Y. S. Lincoln (Eds.), The SAGE Handbook of Qualitative Research. Thousand Oaks: Sage Publications.
  • Hoffer, A. (1981). Geometry is more than proof. Mathematics Teacher, 74(1), 11-18.
  • Ismaeli Y., Autaf, A. (March 10, 2015). The Role of Educational Tools in Enrichment of Academic Activity at the University Drawn on 15.06.2022:from the website: http://manifest.univ-ouargha.dz/index.php/seminaries
  • Katzaf, Ada. (2004). The Study of Mathematics as Part of the People’s Civilization: The Connection of Humanistic Mathematical Education to the People’s Civilization. Mathematics Teacher’s Newsletter, 20-25, 31.
  • Katzaf, Ada. (2006). Mathematics in Israel and Worldwide: Ethnomathematics: The Radiant Face of Mathematics as Emerging from Various World Civilizations. Strong Number 2000, 11, 30-35
  • Lester, F. K. (Ed.). (2007). Second Handbook of Research in Mathematics Learning and Teaching. Reston, VA: National Council of Teachers of Mathematics.
  • Ministry of Education. (2013). Junior High School Mathematics Curriculum. Jerusalem: Ministry of Education and Civilization, Department for Planning and Development of Curricula.
  • Ministry of Education. (2006). Elementary School Mathematics Curriculum. Jerusalem: Ministry of Education and Civilization, Department for Planning and Development of Curricula.
  • Mussarwa, H. (2012). The Study of Geometry based on the Study of Cultural Contexts. Dissertation for Receipt of Doctor of Philosophy (PhD), Technion, Haifa.
  • Orey, D. & Rosa, M. (2007). Cultural assertions and challenges towards pedagogical action of an ethnomathematics program. For the Learning of Mathematics, 27(1), 10-16.
  • Palmer, D. (2005). A motivational view of constructivist informed teaching. International Journal of Science Education, 27(15), 1853-1881.
  • Shkedi, A. (2003). Words that Try to Touch: Qualitative Research Theory and Practice. Tel Aviv: Ramot
  • Tsamir, P. & Tirosh, D. (2008). Combining theories in research in mathematics teacher education, ZDM, 40, 861-872.
  • Tzabar Ben-Yehoshua, N. (1999). Qualitative Research in Teaching and Learning. Tel Aviv: Modan.
  • Verner, I. & Maor, S. (2005). Mathematical aspects of educating architecture designers: A college study. International Journal of Mathematics Education in Science and Technology, 36(6), 655-671.
  • Williams, C. M. (1963). Learning from Pictures. Washington, D. C.: National Education Association
Toplam 28 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Alan Eğitimleri
Bölüm Math Teaching Strategies
Yazarlar

Gamal Adawi Bu kişi benim

Nader Hilf 0000-0001-5897-0075

Erken Görünüm Tarihi 21 Haziran 2023
Yayımlanma Tarihi 30 Haziran 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 4 Sayı: 1

Kaynak Göster

APA Adawi, G., & Hilf, N. (2023). The use of interdisciplinary approach in geometry teaching: The example of Arab-Islamic civilization. Journal for the Mathematics Education and Teaching Practices, 4(1), 31-42.