The role of history of

mathematics in school
instruction

What, Why, Who,

Where, When, How

Dr. Sokamim & Jeri Araiku, M.Pd

What you’ll learn?
What is math history? What are the values? What are the
01 merits, etc.

02 Why should it be learned?

03 Who are the figures? Who are involved in the instruction?

04 Where math invented? Where math developed?

05 When math invented? When to teach the subject?

06 How to employ properly?

What is math history?
Set of events happened in the past and related to the
development of mathematics (Sumardyono, 2003).
 Why should it be learned?
Barbin (2000)
1. Math history gives opportunity to develop
perception of what math really is.
2. Enable better understanding towards math
concepts and theories.

Research (Goodwin, 2010; Kjeldsen, 2011;

Lawrence (2008):
1. There is strong connection between math
history and belief in math
2. Enrich learning environment
3. Develop students’ consciousness
4. Develop instruction strategy
5. Widen problem solving skill
6. Enhance motivation and enthusiasm
7. Investigation skill
8. Communication skill
 Why should it be learned?
Tzanakis and Arcavi (2000)
• Math instruction: the development of history,
as resource to motivate, as bridge of cross-
subject, personal and skill
• Math characters and activities: content and
form
• Didactical background for teacher: to see
rationality, to conquer obstacle, creative
process, enriching approach, enhance
sensitivity and tolerance
• Affective predisposition: math as achievement,
continue the existence, strong feet
• Appreciation: not just for practical need, but
also recreational, based on culture, and multi-
cultural
The value
The value The role
and the  Instruction material
• As a subject
 As interesting and
fun example

role which discusses

fact, chronology,
and the evolution
 Make math
concepts
understood easier
• Factual through  Enrich known topic
According to Fauvel philosophical  Help “mean” math
 Context of material  History as a tool
(2000) and Bruckler, • As a subject  History as a goal
there are three which discusses
fact, chronology,
values and roles of and the evolution
mathematics history • Factual through
philosophical
 Strategy resource
• As alternatives or
learning strategy
 How to employ math history in class
Tzanakis and Furingheti
Siu (1997) Jankvist (2009)
Arcavi (2000) (1997)
Learning history Anecdote (A) Historical info Illumination
to change approach;
students’s modules
perpectives approach
100%
Learning math Broad Outline (B), Task/problem History based
topic with Content (C) and resource and approach
historical Development of additional
approach Mathematical activity; history
Ideas (D) as alternative
approach
Developing math Anectode (A) Historical info Modules
awareness to change approach
students’s
perpectives
 The merits

Enhancing Decreasing Thinking Chance to Help to

motivation 1 presumption
that math is
2 ability and
skill
3 develop cross
subjects
4 explain the
role of math 5
scary instruction in society