TY - JOUR

T1 - Effects of using history as a tool to teach mathematics on students’ attitudes, anxiety, motivation and achievement in grade 11 classrooms

AU - Lim, S.Y.

AU - Chapman, Elaine

PY - 2015

Y1 - 2015

N2 - © 2015, Springer Science+Business Media Dordrecht. For decades, educators have advocated using history of mathematics in mathematics classrooms. Empirical research on the efficacy of this practice, however, is scarce. A quasi-experiment was used to investigate the effects of using history as a tool to teach mathematics on grade 11 students’ mathematics achievement. Effects in three affective domains (attitudes, anxiety, and motivation) were also measured. Four classes from a school in Singapore participated in this quasi-experiment. The experimental group (n = 51) and control group (n = 52) were each made up of two classes. Results indicated that using history as a tool to teach mathematics had a significant positive effect on students’ mathematics achievement, in an initial posttest and in two retention tests taken 4 months and 1 year, respectively, after the last intervention session. Significant positive effects were also found on two subscales within the affective domain variables (perceived value of mathematics and introjection, a type of extrinsic motivation), but only at a posttest administered midway through the study. These results suggest that using history in mathematics classrooms have both immediate short- and long-term effects on students’ achievement, but only short-term positive effects in the affective domains. These results were discussed using qualitative feedback obtained from the participants of this study.

AB - © 2015, Springer Science+Business Media Dordrecht. For decades, educators have advocated using history of mathematics in mathematics classrooms. Empirical research on the efficacy of this practice, however, is scarce. A quasi-experiment was used to investigate the effects of using history as a tool to teach mathematics on grade 11 students’ mathematics achievement. Effects in three affective domains (attitudes, anxiety, and motivation) were also measured. Four classes from a school in Singapore participated in this quasi-experiment. The experimental group (n = 51) and control group (n = 52) were each made up of two classes. Results indicated that using history as a tool to teach mathematics had a significant positive effect on students’ mathematics achievement, in an initial posttest and in two retention tests taken 4 months and 1 year, respectively, after the last intervention session. Significant positive effects were also found on two subscales within the affective domain variables (perceived value of mathematics and introjection, a type of extrinsic motivation), but only at a posttest administered midway through the study. These results suggest that using history in mathematics classrooms have both immediate short- and long-term effects on students’ achievement, but only short-term positive effects in the affective domains. These results were discussed using qualitative feedback obtained from the participants of this study.

U2 - 10.1007/s10649-015-9620-4

DO - 10.1007/s10649-015-9620-4

M3 - Article

VL - 90

SP - 189

EP - 212

JO - Educational Studies in Mathematics

JF - Educational Studies in Mathematics

SN - 0013-1954

IS - 2

ER -