“This Maths is better than that Maths” – Exploring Learner Perceptions on the Integration of History of Mathematics in Teaching the Theorem of Pythagoras: A Case Study

Lifeas Kudakwashe Kapofu; Winfilda Kapofu

doi:10.29333/iejme/8446

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Lifeas Kudakwashe Kapofu ¹ ^* , Winfilda Kapofu ²

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¹ Department of Education Australia, AUSTRALIA² Durban Girls' Secondary School, SOUTH AFRICA^* Corresponding Author

Abstract

Integration of history of mathematics (HOM) in mathematics education is emerging as frontier endowed with utility to stem decline in uptake, enhance performance and alter the negative perceptions about the subject. This case study sought to explore the influence of history of mathematics on grade eleven girls’ perceptions of the Theorem of Pythagoras in particular and mathematics in general. In this exploratory study, the genetic approach of HOM was used in teaching the Theorem of Pythagoras. Findings indicate that the inclusion of aspects of the history of mathematics catalysed positive learner perceptions of the Theorem and mathematics in general. Notable changes in learner perceptions included affirmations of an increased level of motivation and confessed improvement in readiness of grade eleven learners in tackling challenging tasks involving the Theorem of Pythagoras. Learners also alluded to increased confidence in dealing with proofs, enjoying making their own discoveries and solving mathematical problems in general.

Keywords

history of mathematics
Pythagoras Theorem
integration
learner perceptions
influence of history of mathematics

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

INT ELECT J MATH ED, Volume 15, Issue 3, October 2020, Article No: em0604

https://doi.org/10.29333/iejme/8446

Publication date: 31 Jul 2020

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How to cite this article

APA

Kapofu, L. K., & Kapofu, W. (2020). “This Maths is better than that Maths” – Exploring Learner Perceptions on the Integration of History of Mathematics in Teaching the Theorem of Pythagoras: A Case Study. International Electronic Journal of Mathematics Education, 15(3), em0604. https://doi.org/10.29333/iejme/8446

Vancouver

Kapofu LK, Kapofu W. “This Maths is better than that Maths” – Exploring Learner Perceptions on the Integration of History of Mathematics in Teaching the Theorem of Pythagoras: A Case Study. INT ELECT J MATH ED. 2020;15(3):em0604. https://doi.org/10.29333/iejme/8446

AMA

Kapofu LK, Kapofu W. “This Maths is better than that Maths” – Exploring Learner Perceptions on the Integration of History of Mathematics in Teaching the Theorem of Pythagoras: A Case Study. INT ELECT J MATH ED. 2020;15(3), em0604. https://doi.org/10.29333/iejme/8446

Chicago

Kapofu, Lifeas Kudakwashe, and Winfilda Kapofu. "“This Maths is better than that Maths” – Exploring Learner Perceptions on the Integration of History of Mathematics in Teaching the Theorem of Pythagoras: A Case Study". International Electronic Journal of Mathematics Education 2020 15 no. 3 (2020): em0604. https://doi.org/10.29333/iejme/8446

Harvard

Kapofu, L. K., and Kapofu, W. (2020). “This Maths is better than that Maths” – Exploring Learner Perceptions on the Integration of History of Mathematics in Teaching the Theorem of Pythagoras: A Case Study. International Electronic Journal of Mathematics Education, 15(3), em0604. https://doi.org/10.29333/iejme/8446

MLA

Kapofu, Lifeas Kudakwashe et al. "“This Maths is better than that Maths” – Exploring Learner Perceptions on the Integration of History of Mathematics in Teaching the Theorem of Pythagoras: A Case Study". International Electronic Journal of Mathematics Education, vol. 15, no. 3, 2020, em0604. https://doi.org/10.29333/iejme/8446