Academic journal article International Education Studies

The Experiment Check of the Efficiency of the Historical Component Formation in Teacher's Mathematical Methodological Culture

Academic journal article International Education Studies

The Experiment Check of the Efficiency of the Historical Component Formation in Teacher's Mathematical Methodological Culture

Article excerpt

Abstract

When teachers do not know the history of science well, when they misunderstand and underestimate its educational importance, it becomes a serious obstacle for the improvement of their methodological skills. This paper has a goal to describe author's method how to teach the history of mathematics. This method is aimed at training math teacher's profession-oriented qualities. These qualities form a historical component of teacher's culture of mathematics and methodology. Besides, the paper describes the techniques and results of experimental tests for the efficiency of this method. These materials can be useful for teachers who create a cultural and historical atmosphere on math lessons at school and for university teachers who use historical mathematical ideas in their work.

Keywords: history of mathematics, future math teachers, teacher's mathematical methodological culture, formation of historical component, math teacher's profession-oriented qualities

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1. Introduction

The main purpose of modern math teacher consists in timely assistance in the integrated development of student's personality with the help of methodological means. The readiness to fulfill such a function is ensured by teacher's system of profession-oriented qualities which form the kernel of his professional culture. The whole complex of academic subjects provided by educational standards, including the history of mathematics, should help math students to obtain these qualities at a certain level.

The kernel of professional culture of a future math teacher is determined by values of profession and mathematical culture, general pedagogical and methodological fundamentals in the teaching of mathematics, the knowledge of basic mathematical objects of "elementary" mathematics and skills for using it. In this case, it is reasonable to use a more accurate term of teacher's "mathematical methodological culture". It means a specific kind of culture for such a professional. In order to identify profession-oriented qualities which could be trained during the course of the history of mathematics we use term "the historical component of mathematical methodological culture" (HCMC) for future math teachers.

The question about the history of mathematics as a support for math teachers' training is not new (Bobynin, 1886, 1913). Many models for teaching mathematics are based on psychologists' conclusions that school education should be built on a historical and genetic basis. The main formation stages of this method are connected with such names as J. Hadamard, J. Wallis, F. Klein, A. C. Clairaut, G. Leibniz, H. Poincare, H. Spenser, V. V. Bobynin, N. I. Lobachevskiy, D. D. Mordukhay-Boltovskiy and other mathematicians and educators (Beloborodova, 1999). T.S. Polyakova grounds in her research work the necessity to enlarge the content of historical and methodological training for math teachers. In her opinion, they should get a system of knowledge about the history of school mathematical education (Polyakova, 1997, 1998). A number of research papers include various models for profession-oriented historical, mathematical and methodological training of math teachers in high school (Beloborodova, 1999; Burova, 2000; Grattan-Guinness, 2004; Drobyshev, 2004, 2011; Karp & Schubring, 2014; Mordkovich, 1986; Safuanov, 2000; Tomilova, 1998, etc.). In spite of success, the reality is that the history of mathematics still has a very small place in teachers' training and does not correspond to its specificity. The main methodological problems are still not solved: what for, what exactly and at what level future math teacher should learn from a huge amount of information concerning the history of mathematical culture including mathematical education.

The author carried out a poll to reveal students' attitude to the course of mathematics history and a test to identify a real level of knowledge on the history of mathematics. …

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