ASSESSING THE EFFECT OF IMPLEMENTING MATHEMATICS HISTORY LESSONS

WITH ALGEBRA I STUDENTS

By Thomas M. Vohs
Summer 2005
According to California mathematics standards, the use of history in mathematics classes
has been de-emphasized. At the same time, however, research shows that student interest in
mathematics is an indicator of student achievement. Internationally, the use of history to
enhance mathematics instruction has gained in popularity.
The challenge to have all students successfully comprehend Algebra I has placed an
increased value on raising student interest in this subject. A review of literature has been
included to show that algebra has evolved through an interesting, interconnected history of
people and ideas. Some researchers maintain that the stages of this history correlate with the
way students learn. Other educators who have implemented history in the classroom found
positive influences on student attitude.
The purpose of this research was to assess the effect that four lessons involving the
history of mathematics would have on motivating Algebra I students. Data from this project
could be used to support math instruction that integrates math history into the standard
curriculum. The tested lessons provide direction or ideas for how to add math history to the
curriculum.
The four lessons, which included personal stories and ideas about four famous
mathematicians were tested in three high school Algebra I classrooms during the 2004-2005
school year. The pre/post student surveys were given to measure any change in attitudes and to
give specific feedback on student feelings about using history in Algebra I. Statistical analyses
indicate that the students who were exposed to the history had a more positive opinion of
mathematics than those who were not given the history lessons.