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Assessing the Added Value of a History-Based Activity for Students with Low Mathematics Skills

Artigo2024

Thomas De Vittori; Gaëlle Louaked; Marie-Pierre Visentin

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Resumo

The aim of this pilot study is to evaluate the relevance of the use of history in mathematics education. This paper presents an experiment carried out in France with sixth-grade students (n=108) in which an ancient number system is used, an approach that is commonly suggested in French sixth-grade textbooks but has previously been unassessed. Based on the data of a pretest and a post-test surrounding an activity on an ancient Chinese numeration system, a statistical analysis using Rasch modeling shows a specific added value of the history of mathematics for students with low abilities in mathematics. For these students, a significant increase in observed abilities of +0.67 logit in mean is measured with a large effect size (Cliff delta +0.52). This effect is then weighted by considering the regression to the mean (RTM) effect, leading to a value around +0.14 logit in mean and a negligible effect size (Cliff delta +0.10). So, this pilot study shows the important effect of RTM, which suggests a very strong rebalancing of students' results. In the last part of the paper, we discuss how RTM can nonetheless be positively interpreted in this specific context where students' disorientation is one of the purposes of history in mathematics education.

Dados da obra

Tipo
Artigo
Periódico
European Journal of Science and Mathematics Education
Ano
2024
Idioma
en
Palavras-chave
History Instruction; Mathematics Instruction; Mathematics Education; Learning Activities; Low Achievement; Mathematics Skills; History; Mathematics; Elementary School Mathematics; Elementary School Students; Grade 6; Instructional Effectiveness; Achievement Gains; Mathematics Achievement; Effect Size; Regression (Statistics); Foreign Countries
Temas
História da Matemática
ISSN
2301-251X
Acesso
Download disponível
Fontes
ERIC — Education Resources Information Center
Na Biblioteca desde
01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
VITTORI, Thomas De; LOUAKED, Gaëlle; VISENTIN, Marie-Pierre. Assessing the Added Value of a History-Based Activity for Students with Low Mathematics Skills. European Journal of Science and Mathematics Education, 2024. Disponível em: https://eric.ed.gov/?id=EJ1417625. Acesso em: 5 nov. 2026.

APA

Vittori, T. D., Louaked, G., & Visentin, M. P. (2024). Assessing the Added Value of a History-Based Activity for Students with Low Mathematics Skills. European Journal of Science and Mathematics Education. https://eric.ed.gov/?id=EJ1417625

BibTeX
@article{vittori2024,
  author = {Vittori, Thomas De and Louaked, Gaëlle and Visentin, Marie-Pierre},
  title = {Assessing the Added Value of a History-Based Activity for Students with Low Mathematics Skills},
  year = {2024},
  journal = {European Journal of Science and Mathematics Education},
  url = {https://eric.ed.gov/?id=EJ1417625},
  language = {en}
}
RIS
TY  - JOUR
AU  - Vittori, Thomas De
AU  - Louaked, Gaëlle
AU  - Visentin, Marie-Pierre
TI  - Assessing the Added Value of a History-Based Activity for Students with Low Mathematics Skills
PY  - 2024
JO  - European Journal of Science and Mathematics Education
UR  - https://eric.ed.gov/?id=EJ1417625
LA  - en
ER  -

Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS

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