Abstract:
This study was conducted to develop an instruction integrated with history of mathematics on volume of pyramids, cone and sphere topics; and to implement it with an experimental design in order to measure the effectiveness of this instruction on mathematics self-efficacy and achievement. The instruction was developed after precise consideration of the suggestions and cautions raised in the literature and its effectiveness was determined by a quasiexperimental design. The implementation of the instruction was carried out in two public schools in Đstanbul with participation of 131 eight grade students. Both quantitative and qualitative data were gathered. Data gathered from the sample were analyzed on the purpose of examining the changes in students’ mathematics achievement levels, self-efficacy toward mathematics and their views on history of mathematics integrated instructions. Paired sample t-test was used for analysis of data obtained from both regular and experimental groups in two schools indicated that there were significant differences between the pretest (Pretest Volume-Part3) and posttest (Posttest Volume-Part2) scores of students in terms of their mathematics achievements. Independent sample t-test was used for analysis of data if there was a significant effect of type of instruction on mathematics achievement levels of control and experimental groups in both schools. Results display that there was a significant difference on posttest scores of experimental and control group students only in one school. Namely it means that in one of the treatment schools, students’ achievement levels in experimental group were significantly higher than the control group students in posttest which assess their achievement in treatment topics. Also, paired sample t-test pointed that both types of instructions were not effective in providing a significant development over the mean values between the pre and posttest levels of students in Mathematics Self efficacy Scale, and, independent sample t-test indicated that there was not any significant difference on posttest scores of the experimental and control group students in both schools. The results attained from qualitative data showed that experimental group students generally had favorable declarations about history of mathematics integrated instructions.
