Abstract
The objective of hereby study is to analyse the effectiveness of using history of mathematics on the mathematics success of students. In this context, 11 studies with a total effect size of 13 that comply with coding protocol and comprise statistical values necessary for meta-analysis are combined via meta-analysis method among 53 studies on history of mathematics since 2000. The validity of the study is determined by means of Orwin’s FSN and Egger’s regression tests, while the reliability of coding protocol is identified through calculation of adaptation value between Cohen Kappa coders. The model to be used in the analysis is decided by help of homogeneity test, and Q and I square statistic. In analyses, the Cohen d effect size of each comparative study is calculated. At the end of the study, it is found that no publication bias exists since Orwin’s FSN is calculated as 623 and the Funnel plot, pursuant to Egger’s regression test, has a symmetric structure. The reliability between coders is detected as 0.957. As the value I2 displays high level heterogeneity with 87.37%, the model is transformed into random effect model, according to which the average effect size is found d = 0.489 (lower limit and upper limit of confidence interval at 95% are −1.815 and 1.877, respectively) in favor of experimental group, as positive and at medium level. In the wake of moderator analysis, it is concluded that the impact of using history of mathematics on mathematics success varies depending on type of publication, school level, and country.
Highlights
For many years, the usage of history of mathematics (HoM) in mathematics teaching has been encouraged (Barwell, 1913; Groza, 1968)
The problem of our study is formulated as follows: “What is the average effect size of HoM usage in learning‐teaching environment on attitude of students in mathematics?” In order to answer this problem, certain analyses are carried out on relevant data from studies included in our research
Publication Bias Publication bias mainly concerns about the validity of a meta‐analysis study (Lipsey & Wilson, 2001)
Summary
The usage of history of mathematics (HoM) in mathematics teaching has been encouraged (Barwell, 1913; Groza, 1968). In the last ten years, the studies regarding usage of HoM in learning environment gradually increased (Jankvist, 2009b). Many researchers agree that the usage of HoM in learning environments will help students in adopting a positive attitude towards mathematics and contribute to their learning (Barwell, 1913; Groza, 1968; Arcavi, 1991; Fauvel, 1991; Bidwell, 1993; Ernest, 1998; Wilson and Chauvot, 2000; Fried, 2001; Gulikers and Blom, 2001; Tzanakis and Arcavi, 2002; Liu, 2003; Baki, 2008; Jankvist, 2009a, 2009b, 2010). As a matter of fact, the studies reveal that the usage of HoM changes the attitude of students towards mathematics (McBride and Rollins, 1977; Ponza, 1998; Lim, 2011), increases their successes (Awosanya, 2001; Leng, 2006; Glaubitz, 2007; Nataraj and Thomas, 2009; Bellomo and Wertheimer, 2010), and deepens their beliefs in the nature of mathematics (Percival, 1999; Krussel, 2000; Liu and Niess, 2006; Kaye, 2008)
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