أهمية تاريخ الرياضيات ومعيقات دمجه في التدريس من وجهة نظر معلمي المرحلة الثانوية

الملخص EN

This study aims to investigate the importance of integrating the history of mathematics in teaching, and the difficulties pertaining to such process from high school teachers’ perspectives.

A questionnaire was developed by the researcher, to which a sample (n= 299) of high school mathematics teachers in Kuwait responded.

Results indicated that the history of mathematics is of high importance from the teachers’ perspective, specifically the cognitive aspect.

On the other hand, the importance of using the history of Mathematics as a tool for teaching mathematics was evaluated at a mediocre level of importance.

Teacher responses indicated high agreement with statements regarding the application process as obstacles in the implementation of the “history of mathematics’.

Conversely, philosophical aspects had moderate responses.

The highest-rated obstacles were related to tests.

The history of mathematics was not included in the teaching plan.

Moreover, the shortage of resources of such domain and its poor integration in the text book were highly observed.

Time was not an issue for these teachers.

The T-test indicated no statistically significant difference that can be attributed to gender in response to the importance of the history of mathematics and the difficulties of integrating it in their teaching.