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ERIC Number: EJ1073038
Record Type: Journal
Publication Date: 2015-Oct
Pages: 24
Abstractor: As Provided
ISSN: ISSN-0013-1954
Effects of Using History as a Tool to Teach Mathematics on Students' Attitudes, Anxiety, Motivation and Achievement in Grade 11 Classrooms
Lim, Siew Yee; Chapman, Elaine
Educational Studies in Mathematics, v90 n2 p189-212 Oct 2015
For decades, educators have advocated using history of mathematics in mathematics classrooms. Empirical research on the efficacy of this practice, however, is scarce. A quasi-experiment was used to investigate the effects of using history as a tool to teach mathematics on grade 11 students' mathematics achievement. Effects in three affective domains (attitudes, anxiety, and motivation) were also measured. Four classes from a school in Singapore participated in this quasi-experiment. The experimental group (n?=?51) and control group (n?=?52) were each made up of two classes. Results indicated that using history as a tool to teach mathematics had a significant positive effect on students' mathematics achievement, in an initial posttest and in two retention tests taken 4 months and 1 year, respectively, after the last intervention session. Significant positive effects were also found on two subscales within the affective domain variables (perceived value of mathematics and introjection, a type of extrinsic motivation), but only at a posttest administered midway through the study. These results suggest that using history in mathematics classrooms have both immediate short- and long-term effects on students' achievement, but only short-term positive effects in the affective domains. These results were discussed using qualitative feedback obtained from the participants of this study.
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Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education; High Schools; Grade 11
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Singapore
Grant or Contract Numbers: N/A