Innovative Lessons for Integrating History of Mathematics in Secondary Algebra and Trigonometry

Abstract

 The use of history of mathematics in mathematics teaching is widely recognized. However, to date, secondary mathematics teachers do not find enough readily available teaching materials for this parpose. Supplemental teaching materials for integrating history of mathematics in secondary algebra and trigonometry were designed to stimulate and motivate students to learn high school mathematics and remedy the scarcity of such learning materials. These also served as models for mathematics teachers in designing curriculum materials from history of mathematics for classroom use. Non-scheduled standardized interviews were conducted to 18 randomly selected high school students on their perception of the teaching and learning experience. Responses to the student interviews revealed that most of the students preferred mathematics with history. "History gives more meaning to mathematics concepts", "history motivates students to study more", *including history makes math easier to understand" and "no history makes math boring" were the reasons that they offered. The students judged the supplemental materials as learning materials that could increase interest in mathematics.