Pre-service secondary mathematics teachers' attitudes about the history of mathematics
type: CreativeWork
description: This study was conducted to show that using historical material to teach mathematical content to pre-service secondary mathematics teachers could improve their attitudes about incorporating the history of mathematics into the mathematics classroom. A historical module from the Mathematical Association of America was taught to an undergraduate class of pre-service secondary mathematics teachers. Their attitudes regarding the use of the history of mathematics in the mathematics classroom were then compared to the attitudes of students in another undergraduate class, taught by the same researcher, whose instruction did not incorporate history. Results from t-tests indicate that there was a positive change in attitude amongst the students in the experimental group. This study did not, however, verify a distinction in achievement between the two groups.
abstract: This study was conducted to show that using historical material to teach mathematical content to pre-service secondary mathematics teachers could improve their attitudes about incorporating the history of mathematics into the mathematics classroom. A historical module from the Mathematical Association of America was taught to an undergraduate class of pre-service secondary mathematics teachers. Their attitudes regarding the use of the history of mathematics in the mathematics classroom were then compared to the attitudes of students in another undergraduate class, taught by the same researcher, whose instruction did not incorporate history. Results from t-tests indicate that there was a positive change in attitude amongst the students in the experimental group. This study did not, however, verify a distinction in achievement between the two groups.
author: Sullivan, Kelly Marie
language: English
date published: 2000-01-01T08:00:00Z
date modified: 2026-07-24T05:25:11Z
provider: University of Nevada - Las Vegas
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: University of Nevada, Las Vegas

PropertyValue
property ID: DOI
value: 10.25669/bgje-ql1s