Prospective elementary mathematics teachers’ knowledge of history of mathematics and their attitudes and beliefs towards the use of history of mathematics in mathematics education

Download
2011
Alpaslan, Mustafa
The aim of this study was to investigate the roles of year in teacher education program and gender on prospective elementary mathematics teachers’ knowledge of history of mathematics and their attitudes and beliefs towards the use of history of mathematics in the teaching and learning of mathematics. Moreover, the relationship between prospective teachers’ knowledge of history of mathematics and their attitudes and beliefs about the history of mathematics usage was examined. The data of the study were obtained from 1593 prospective teachers who were enrolled in first, second, third, and fourth years of Elementary Mathematics Education undergraduate program of nine universities located in seven geographical regions of Turkey through clustered random sampling. The scales used in the data collection were Knowledge of History of Mathematics (KHM) Test and Attitudes and Beliefs towards the Use of History of Mathematics in Mathematics Education (ABHME) Questionnaire. The two-way ANOVA results clarified that prospective teachers’ knowledge of history of mathematics improved as the years enrolled in the program increased. Results also revealed that males had significantly higher mean scores on KHM Test than females in the first two years of the program. In the third and fourth years, this situation reversed such that females had higher KHM mean scores, but this difference was not statistically significant. Results also showed that prospective teachers’ ABHME mean scores increased as years of enrollment in the program increased. More clearly, senior prospective teachers’ relevant mean scores were significantly higher than that of freshmen and sophomores, and juniors’ attitudes and beliefs were significantly higher than that of freshmen. In addition, females’ ABHME mean scores were significantly higher than that of males for all years. Lastly, a positive correlation between prospective elementary mathematics teachers’ KHM mean scores and ABHME mean scores was found through Pearson product-moment correlation analysis.
Citation Formats
M. Alpaslan, “Prospective elementary mathematics teachers’ knowledge of history of mathematics and their attitudes and beliefs towards the use of history of mathematics in mathematics education,” M.S. - Master of Science, Middle East Technical University, 2011.