Investigating How Prospective Mathematics Teachers Prepare History Integrated Lesson Plans with Assessing Historical Elements in Mathematics Textbooks

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dc.authoridGirit Yildiz, Dilek/0000-0003-3406-075X
dc.authoridUlusoy, Fadime/0000-0003-3393-8778
dc.authorwosidGirit Yildiz, Dilek/HPE-9964-2023
dc.contributor.authorGirit-Yildiz, Dilek
dc.contributor.authorUlusoy, Fadime
dc.date.accessioned2024-06-12T11:03:20Z
dc.date.available2024-06-12T11:03:20Z
dc.date.issued2024
dc.departmentTrakya Üniversitesien_US
dc.description.abstractIt is difficult for mathematics teachers to find and utilize relevant historical content for their students. In this study, we aimed to examine how prospective mathematics teachers (PMTs) evaluate the history of mathematics (HM) in curriculum resources and how they integrate the HM into lesson plans. We collected data through PMTs' evaluation reports on the analysis of textbooks, lesson plans, and lesson plan reflections. PMTs evaluated textbooks critically, acknowledging the limits and recognizing the possibilities. They mostly provided negative evaluations and criticized the quality of HM in the textbooks. The findings revealed that PMTs' evaluations of the analysis of HMs in textbooks served as a bridge to assist their utilization of HMs in lesson plans. When PMTs incorporated HM into their lesson plans in an effort to engage students in the learning of mathematics, the HM integration reached higher levels of cognitive demand. However, they performed less well when incorporating pedagogical instructions and student thinking. The theoretical and practical implications of the study are discussed.en_US
dc.identifier.doi10.1007/s10763-023-10375-w
dc.identifier.endpage331en_US
dc.identifier.issn1571-0068
dc.identifier.issn1573-1774
dc.identifier.issue2en_US
dc.identifier.scopus2-s2.0-85156106323en_US
dc.identifier.scopusqualityQ1en_US
dc.identifier.startpage307en_US
dc.identifier.urihttps://doi.org/10.1007/s10763-023-10375-w
dc.identifier.urihttps://hdl.handle.net/20.500.14551/21612
dc.identifier.volume22en_US
dc.identifier.wosWOS:000981255600001en_US
dc.identifier.wosqualityN/Aen_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.language.isoenen_US
dc.publisherSpringeren_US
dc.relation.ispartofInternational Journal Of Science And Mathematics Educationen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectHistory Of Mathematicsen_US
dc.subjectLesson Plansen_US
dc.subjectMathematics Textbooksen_US
dc.subjectProspective Mathematics Teachersen_US
dc.subject4S-Modelen_US
dc.subjectCurriculumen_US
dc.subjectThinkingen_US
dc.titleInvestigating How Prospective Mathematics Teachers Prepare History Integrated Lesson Plans with Assessing Historical Elements in Mathematics Textbooksen_US
dc.typeArticleen_US

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