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Effects of the Enriched History of Mathematics Course on Prospective Mathematics Teachers

Artigo2021

Nazan Mersin; Soner Durmus

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Resumo

This study aimed to determine how the primary school mathematics teacher candidates' subject matter knowledge about the history of mathematics and their attitudes and beliefs about the use of the history of mathematics in mathematics education changed after the history of mathematics lesson and to explain to what extent their subject matter knowledge about the history of mathematics predicted their attitudes and beliefs towards the use of the history of mathematics in mathematics education. Furthermore, it is aimed to better explain quantitative data by referring to the opinions of the teacher candidates. In this respect, the research was designed according to the exploratory sequential mixed methods in which quantitative and qualitative methods were used together. In the quantitative part, pretest/posttest experimental design without a control group was used, while in the qualitative part, teachers' opinions were considered. A total of 40 primary mathematics teacher candidates participated in the study. As a data collection tool, the knowledge test of history of mathematics (KTHM), Attitudes and Beliefs towards the Use of History of Mathematics in Mathematics Education (ABHME) Questionnaire, and interview form were used. Descriptive analysis, paired samples t test, correlation and regression analysis were used for the analysis of quantitative data. Also, In the analysis of qualitative data, content analysis was employed. After the experimental procedure, KTHM and ABHME scores of teacher candidates were significantly increased. However, it was concluded that the candidates' KTHM scores significantly predicted their ABHME scores. [Note: The page range (635-669) shown on the PDF is incorrect. The correct page range for this article is p635-668.]

Dados da obra

Tipo
Artigo
Periódico
International Journal of Curriculum and Instruction
Ano
2021
Idioma
en
Palavras-chave
Mathematics Teachers; Mathematics Instruction; Pretests Posttests; Preservice Teachers; Pedagogical Content Knowledge; Elementary School Teachers; Tests; History; Student Attitudes; Educational History; Scores; Foreign Countries; Mathematics
Temas
História da Matemática
ISSN
EISSN-1562-0506
Acesso
Download disponível
Fontes
ERIC — Education Resources Information Center
Na Biblioteca desde
01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
MERSIN, Nazan; DURMUS, Soner. Effects of the Enriched History of Mathematics Course on Prospective Mathematics Teachers. International Journal of Curriculum and Instruction, 2021. Disponível em: https://eric.ed.gov/?id=EJ1285556. Acesso em: 5 nov. 2026.

APA

Mersin, N., & Durmus, S. (2021). Effects of the Enriched History of Mathematics Course on Prospective Mathematics Teachers. International Journal of Curriculum and Instruction. https://eric.ed.gov/?id=EJ1285556

BibTeX
@article{mersin2021,
  author = {Mersin, Nazan and Durmus, Soner},
  title = {Effects of the Enriched History of Mathematics Course on Prospective Mathematics Teachers},
  year = {2021},
  journal = {International Journal of Curriculum and Instruction},
  url = {https://eric.ed.gov/?id=EJ1285556},
  language = {en}
}
RIS
TY  - JOUR
AU  - Mersin, Nazan
AU  - Durmus, Soner
TI  - Effects of the Enriched History of Mathematics Course on Prospective Mathematics Teachers
PY  - 2021
JO  - International Journal of Curriculum and Instruction
UR  - https://eric.ed.gov/?id=EJ1285556
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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