Integrating History of Mathematics into the Classroom: Was Aristotle Wrong?

Regina M. Panasuk, Leslie Bolinger Horton

Abstract


This article describes a part of a large scale study which helped to gain understanding of the high school mathematicsteachers' perceptions related to the integration of history of mathematics into instruction. There is obvious lack ofcorrespondence between general perception about possible benefits of students learning the history of mathematics andteachers’ perceptions of the integration of the history of mathematics in curriculum. A total of 367 mathematicsteachers from one of the New England states, USA, participated in an on-line comprehensive survey, which wasdesigned by the researchers.We report on several factors that affect teachers' decision whether include history of mathematics into curriculum,offer some recommendations for teacher professional development and suggestions for further research.


Full Text: PDF DOI: 10.5430/jct.v2n2p37

Refbacks

  • There are currently no refbacks.


Creative Commons License
This work is licensed under a Creative Commons Attribution 3.0 License.

Journal of Curriculum and Teaching

ISSN 1927-2677 (Print) ISSN 1927-2685 (Online)

Copyright © Sciedu Press

To make sure that you can receive messages from us, please add the 'Sciedu.ca' domain to your e-mail 'safe list'. If you do not receive e-mail in your 'inbox', check your 'bulk mail' or 'junk mail' folders.