Gifted Students’ Views on Integrating History of Mathematics in Mathematics Lessons

Abstract

ABSTRACT This qualitative study aimed to explore the perspectives of gifted students on incorporating the history of mathematics into their lessons. The research involved 51 fifth-grade students, identified as gifted, attending a Science and Art Center in Ankara, Turkey. The study spanned 12 weeks, equivalent to one semester, during which the lesson plans were enhanced and diversified with various instructional activities. Data were gathered through the History of Mathematics Student Questionnaire (HMSQ), worksheets, and students’ reflections on the instructional activities. The HMSQ data were subjected to descriptive analysis techniques such as percentages, frequencies, and arithmetic means. Additionally, responses to short-answer questions were independently reviewed by another mathematics teacher, leading to the formation of distinct categories. Reflections from the students were analyzed through the lenses of “history as a tool” and “history as a goal.” Employing history as a tool increased students’ motivation and curiosity while viewing history as a goal enriched their understanding of mathematics’ evolution and the lives of mathematicians. Moreover, survey findings revealed a significant shift in their perceptions regarding the integration of the History of Mathematics into mathematics lessons.