Abstract
Mathematics is an important subject in high schools, but it is quite a difficult and arid subject. Therefore, in order to create interest in learning and explore knowledge for students, teachers need to choose appropriate teaching methods. There are many different teaching methods including integrated ones. Currently, integrating the history of mathematics into teaching is of interest to many researchers. With the topic of integrating mathematical history, the goal that the research set out was to introduce the methods of infusing mathematical history into teaching quadratic equations through worksheets. This study was conducted with 44 10th grade students at a high school in Soc Trang province, Vietnam. The content of the worksheets introduced students to four methods of solving quadratic equations, two of which belonged to two famous mathematicians, Viete and Descartes. After reading and comprehending the solution methods, students would solve the equations according to the four given methods. At the end of the lesson, the researchers collected the students' opinions through the questionnaire. Through analysis of survey results, it was shown that teaching integrated the mathematical history with worksheets created excitement and interest for students, thus making them more motivated and creating a comfortable classroom atmosphere.
Highlights
Every science has its history of formation and development, of which mathematics is no exception
Do you often study with worksheets that integrate mathematical history?
In the group 5, they approached too closely to the method but did not really understood it. This was seen in the step 4, Viète's method: From (2) and (3), we have: x= y + z be explained by the fact that the sections on mathematical history are only considered as an additional reading in the textbooks, so teachers do not see them as a main teaching activity
Summary
Every science has its history of formation and development, of which mathematics is no exception. Incorporating the history of mathematics into teaching is regarded as an effective tool to promote students' learning because it has many situations that can be used as examples, and infusing them into teaching attracts the attention and curiosity of students [1, 8, 15, 17]. This way of teaching appears to improve the awareness of students and teachers, and at the same time, common anxiety of students about mathematics is reduced. It can aid teachers and students in explaining many questions why can arise in class [6, 10, 11]
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