scholarly journals Investigation of the Elements of the History of Mathematics in Secondary School Mathematics Coursebooks

2021 ◽  
Vol 12 (1) ◽  
pp. 320-348
Author(s):  
Satı Ceylan
Keyword(s):  
Secondary School ◽  
Extracurricular Activities ◽  
History Of Mathematics ◽  
School Mathematics ◽  
Fifth Grade ◽  
Analysis Method ◽  
Secondary School Mathematics ◽  
National Education ◽  
Mathematics History ◽  
History Of

This study investigates the use of the history of mathematics in secondary school mathematics coursebooks designed according to the new curriculum prepared in 2018 and to make alternative suggestions in which mathematics history can be used. For this purpose, four mathematics coursebooks, which were decided to be taught in schools affiliated to the Turkish Ministry of National Education for four years as of 2018, were analyzed by document analysis method, and this research attempted to determine to what extent the history of mathematics was used in these coursebooks. While making this analysis and analyzing the data, the categories proposed by Erdoğan et al. (2015) were used, including “historical notes,” “notes on usage areas of mathematics,” “applications with historical notes,” and “historical elements in students‟ extracurricular activities.” As a result of the study, it was found out that the 27 elements of the history of mathematics used in the coursebooks were mostly included at the fifth grade, in thelead-in stage, in the area of learning numbers and operations, in the form of small historical snippets about the historical development of situations other than mathematics. In light of these findings, it can be suggested that the history of mathematics is not used sufficiently in secondary school mathematics coursebooks.

An Analysis of Fifth Grade Mathematics Course Book in Terms of Advance Organizers

2018 ◽  
Vol 4 (1) ◽  
pp. 212
Author(s):  
Özgür Şen
Keyword(s):  
Secondary School ◽  
Mathematics Curriculum ◽  
Educational Material ◽  
School Mathematics ◽  
Advance Organizers ◽  
Fifth Grade ◽  
Secondary School Mathematics ◽  
National Education ◽  
Academic Year ◽  
Mathematics Course

This study aims to analyse the advance organizers included in the course book “Secondary School Mathematics Course Book 5”—which was prepared in accordance with 2017 secondary school mathematics curriculum and which was accepted as an educational material by Turkish Education Board of Ministry of National Education for use in 2017-2018 academic year—in terms of use, functions and forms. Employing qualitative research method, this study uses document analysis. Content analysis is used in the analysis of the research data. It was found in consequence that comparative advance organizers comparing the previous and new knowledge were heavily used in the course book.

scholarly journals Secondary School Mathematics Teachers’ Knowledge Levels and Use of History of Mathematics

2017 ◽  
Vol 6 (1) ◽  
pp. 9
Author(s):  
Suphi Önder Bütüner
Keyword(s):  
Secondary School ◽  
Mathematics Teachers ◽  
History Of Mathematics ◽  
School Mathematics ◽  
City Center ◽  
Knowledge Test ◽  
Secondary School Mathematics ◽  
Mathematics Knowledge ◽  
History Of ◽  
Knowledge Levels

This study aimed to explore secondary school mathematics teachers’ use of history of mathematics in their classes and their knowledge levels in this field. The population of the study comprised 58 secondary school mathematics teachers working at Yozgat city center, and the sample included 32 mathematics teachers from 10 schools who volunteered to take place in the study. These mathematics teachers were administrated an 11-item short-answer history of mathematics knowledge level test along with a 5-item written opinion form to identify their history of mathematics use. The findings showed that most teachers did not use history of mathematics in their classes, yet those who used history of mathematics did so by mentioning the life stories of mathematicians and the contributions of ancient civilizations to mathematics to motivate students at the beginning of their classes. The mean score of teachers who participate in this study at the history of mathematics knowledge test was computed 3.5 indicating that their knowledge levels concerning the history of mathematics were low. Additionally, it was found that those who did not use history of mathematics in their classes scored lower in the history of mathematics knowledge test than those who used it in their classes.

SoundOFF: The Computer—A Tool for Instruction?

1984 ◽  
Vol 77 (6) ◽  
pp. 404-490
Author(s):  
Jack D. Wilkinson
Keyword(s):  
Mathematics Education ◽  
Secondary School ◽  
Positive Impact ◽  
School Mathematics ◽  
Secondary School Mathematics ◽  
History Of

“January of 1980 is an important month in the history of computers and people. During that month, more computers were built than children were born.” This statement by Arthur Luehrmann should set the stage for a September 1984 statement that describes the significant, positive impact that computers have had on secondary school mathematics education (grades 7-12). However, no such statement can be made.

INVESTIGATION OF SECONDARY EDUCATION MATHEMATICS CURRICULUM IN THE CONTEXT OF 21ST CENTURY SKILLS

2021 ◽  
Vol 6 (16) ◽  
pp. 113-134
Author(s):  
Sare ŞENGÜL ◽  
Ezgi MANCOĞLU KAPLAN ◽  
Yavuz ATABAY ◽  
Nuran TUTKUN ◽  
Birgül YILDIZ
Keyword(s):  
Secondary Education ◽  
Secondary School ◽  
21St Century ◽  
21St Century Skills ◽  
Document Analysis ◽  
School Mathematics ◽  
Survey Study ◽  
Analysis Method ◽  
Secondary School Mathematics ◽  
Teaching Programs

With the transition to the digital age, changes have emerged in the skills expected from the individuals of the 21st century, and accordingly, the preparation of curricula to develop these skills has become the main goal of all countries in the world. In our country, studies have been carried out to develop curricula in this direction, and with this research, it is aimed to examine the secondary education mathematics (2010, 2011, 2013 and 2017) and geometry (2011) teaching programs in the context of 21st century skills. The research is a survey study aimed at examining the secondary school mathematics and geometry course curriculum in terms of 21st century skills. As the data source of the research, secondary school mathematics course and secondary school geometry course curricula shared on the official website of the Ministry of National Education were taken. Document analysis method was used in the collection and analysis of data in the research in which these teaching programs were accepted as documents. Curriculums specified within the scope of document analysis were analyzed with descriptive analysis method based on 21st century skills within the scope of Partnership for 21st Century Learning [P21]. The skills included in the curricula were supported by direct quotations from the curricula. According to the results of this research, it has been determined that the curriculum is not qualified to cover all 21st century skills. The fact that media literacy, leadership and responsibility skills are not included in the curriculum, and that the evaluation elements of the programs are insufficient in the context of 21st century skills are among the remarkable results. The findings obtained at the end of the research were discussed with the support of the literature and suggestions were made for future research.

The Value of the History of Greek Mathematics to Secondary School Teachers

1925 ◽  
Vol 18 (5) ◽  
pp. 296-297
Author(s):  
Walter Crosby Eells
Keyword(s):  
High School ◽  
Secondary School ◽  
Secondary School Teachers ◽  
History Of Mathematics ◽  
School Mathematics ◽  
High School Mathematics ◽  
School Teachers ◽  
History Of ◽  
Greek Mathematics

The course in history of mathematics is given this year at Whitman College two hours a week for sixteen weeks to a class of five juniors and seniors, all of whom are planning on teaching high school mathematics.

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