#### Abstract

In this study, teacher candidates were asked to evaluate activities designed with the use of the history of mathematics (HoM) as a tool in terms of the obstacles to the use of the HoM. A total of 12 activities which used the HoM as a tool were utilized in the study. The study group consisted of 40 teacher candidates who were first-year students in an elementary mathematics education program. The activities were used within the HoM course. The presentation and implementation of all activities took six weeks. Then, 40 teacher candidates completed written opinion forms, and 10 of them got interviewed. As the collected data were analyzed, teacher candidates’ perceptions about whether each obstacle to the use of the HoM could emerge were identified. Afterwards, two different researchers examined the reasons underlying the identified perceptions.The findings showed that the activities used in this study could be used in mathematics classes and similar activities may stop the emergence of philosophical, student-related, stylistic and instructional preparation obstacles. . In the future, longer-term studies may be conducted with mathematics teachers and secondary school students with the activities used in this study. In this way, stronger evidence may be obtained about the effectiveness of using such activities in the instructional process.

#### Keywords

#### References

- Albayrak, Ö. (2008).
*Effects of history of mathematics integrated instruction on mathematics self-efficacy and achievement*. Unpublished master thesis. Boğaziçi University, İstanbul. - Awosanya, A. (2001).
*Using history in the teaching mathematics*. Unpublished doctoral dissertation, Florida State University, America. - Bengtsson, M. (2016). How to plan and perform a qualitative study using content analysis.
*NursingPlus Open, 2*, 8–14. - Baki, A., & Gürsoy, K. (2018). Does using history of mathematics make sense? The views of teacher candidates.
*Journal of Pedagogical Research, 2*(2), 78-90. - Bütüner, S. Ö. (2016). The use of concrete learning objects taken from the history of mathematics in mathematics education.
*International Journal of Mathematical Education in Science and Technology*,*47*(8), 1156-1178. https://doi.org/10.1080/0020739X.2016.1184336. - Clark, K. M. (2012). History of mathematics: illuminating understanding of school mathematics concepts for prospective mathematics teacher.
*Educational Studies in Mathematics*,*81*(1), 67-84. https://doi.org/10.1007/s10649-011-9361-y. - Clark, K. M., Kjeldsen, T. H., Schorcht, S., & Tzanakiz, C. (2018). Introduction: integrating history and epistemology of mathematics in mathematics education. In Clark, K. M., Kjeldsen, T. H., Schorcht, S., & Tzanakis, C. (Eds.),
*Mathematics, education and history: towards a harmonious partnership*(pp.1-26), Switzarland: Springer International Publishing. - Dauben, J. W. (2007). Chinese Mathematics. In Katz, V. (Ed.)
*The Mathematics of Egypt, Mesopotamia, China, India, and Islam*(pp.187-380), Princeton University Press, New Jersey. - Dickey, G. (2001).
*A historical approach to teaching the british columbia mathematics eight course*. Unpublished master’s thesis, Simon Fraser University. - Dilke, O. A. W. (1993).
*Mathematics and measurement*. British Museum Publications Ltd: London. - Dittrich, A. B. (1973). An experiment in teaching the history of mathematics.
*Mathematics Teacher*,*66*(1), 35–37. - Elo, S., & Kyngäs, H. (2008). The qualitative content analysis process.
*Journal of Advanced Nursing*,*62*, 107-115. doi: 10.1111/j.1365-2648.2007.04569.x. - Erlingsson, C., & Brysiewicz, P. (2017). A hands-on guide to doing content analysis.
*African Journal of Emergency Medicine, 7*(3), 93–99. https://doi.org/10.1016/j.afjem.2017.08.001. - Ernest, P. (1989). The impact of beliefs on the teaching of mathematics. In P. Ernest (Ed.),
*Mathematics teaching: the state of the art*(pp. 249-254). New York, Falmer - Ernest, P. (1998). The history of mathematics in the classroom.
*Mathematics in School, 27*(4). 25-31. https://www.jstor.org/stable/30211871. - Fauvel, J. (1991). Using history in mathematics education.
*For the Learning of Mathematics, 11*(2), 3-6. https://eric.ed.gov/?id=EJ445129. - Fraser, J. B., & Koop, J. A. (1978). Teachers’ opinions about some teaching material involving history of mathematics.
*International Journal of Mathematical Education in Science and Technology, 9*(2), 147-151. https://doi.org/10.1080/0020739780090203. - Fried, N. M. (2001). Can mathematics education and history of mathematics coexist?.
*Scince and Education, 10*, 391-408. https://doi.org/10.1023/A:1011205014608. - Furinghetti, F., & Somaglia, A. M. (1998). History of mathematics in school across disciplines.
*Mathematics in School, 27*(4), 48-51. https://www.jstor.org/stable/30211877. - Furinghetti, F. (2007) Teacher education through the history of mathematics.
*Educational Studies in Mathematics, 66*(2), 131-143. https://doi.org/10.1007/s10649-006-9070-0. - Gazit, A. (2013). What do mathematics teachers and teacher trainees know about the history of mathematics?.
*International Journal of Mathematical Education in Science and Technology, 44*(4), 501-512. https://doi.org/10.1080/0020739X.2012.742151. - Glaubitz, M. R. (2007). The use of original sources in the classroom. Proceedings of the 5th European Summer University, 19-24 Temmuz, Prague.
- Gulikers, I., & Blom, K. (2001). A historical angle, a survey of recent literature on the use and value of history in geometrical education.
*Educational Studies in Mathematics, 47,*223-258. https://doi.org/10.1023/A:1014539212782. - Haverhals, N., & Roscoe, M. (2010). The history of mathematics as a pedagogical tool: teaching the integral of the secant via Mercator’s projection.
*The Montana Mathematics Enthusiast, 7*(2-3), 339-360. https://scholarworks.umt.edu/tme/vol7/iss2/12. - Ho, W. K. (2008). Using history of mathematics in the teaching and learning of mathematics in Singapore. In Proceedings of 1st RICE (pp. 1-38), Singapore: Raffles Junior.
- Horton, L. B. (2011).
*High school teachers’ perception of the inclusion of history of mathematics in the classroom*. Unpublished doctoral dissertation, University of Massachusetts lowel. - Huntley, M. A., & Flores, A. (2010). A history of mathematics course to develop prospective secondary mathematics teachers’ knowledge for teaching.
*Primus, 20*(7), 603-616. https://doi.org/10.1080/10511970902800494. - Huntley, M. A., & Flores, A. (2011). Student made games to learn the history of Mathematics.
*Primus, 21*(6), 567-576. doi: 10.1080/10511970903521651. - Hsieh, H. F., & Shannon, S. (2005). Three approaches to qualitative content analysis.
*Qualitative Health Research, 15*, 1277-1288. doi: 10.1177/1049732305276687. - İdikut, N. (2007).
*The effect of benefiting from history in education of mathematics on the student’s attitudes towards mathematics and their success on it*, Unpublished master dissertation, Van: Yüzüncü Yıl University. - Jankvist, T. U. (2009a).
*Using history as a goal in mathematics education*. Unpublished doctoral dissertation, Roskilde University. - Jankvist, T. U. (2009b). A categorization of the whys and hows of using history in mathematics education.
*Educational Studies in Mathematics Education, 71*(3), 235-261. https://doi.org/10.1007/s10649-008-9174-9. - Kaye, E. (2008). The aims of and responses to a history of mathematics video conferencing project for schools,
*In Proceedings of the British for Research into learning mathematics, 28*(3), 66-71. - Lawrence, S. (2006). Maths is good fot you: web-based history of mathematics resources for young mathematicians and their teachers.
*Journal of the British Society for the History of Mathematics, 21*, 90-96. https://doi.org/10.1080/17498430600803375. - Leng, N. W. (2006). Effects of an ancient chinese mathematics enrichment programme on secondary school students’ achievement in mathematics.
*International Journal of Science and Mathematics Education, 4,*485-511. https://doi.org/10.1007/s10763-005-9017-4. - Lim, S. Y. (2011). Effects of using history of mathematics on junior college students’ attitudes and achievement, In Proceedings of AAMT-MERGA Conference 2011 Mathematics: Traditions and New Practices, 455-463.
- Lim, S., Chapman, E. (2015). Effects of using history as a tool to teach mathematics on students’ attitudes, anxiety, motivation and achievement in grade 11 classrooms.
*Educational Studies in Mathematics, 90***,**189–212. https://doi.org/10.1007/s10649-015-9620-4 - Liu, P. (2003). Do teachers’ need to incorporate the history of mathematics in their teaching?.
*Mathematics Teacher, 96*(6), 416-421. - Lit, C. K., Siu, M. K., & Wong, N. Y. (2001). The use of history in the teaching of mathematics: theory, practice, and evaluation of effectiveness.
*Educational Journal, 29*(1), 17-31. - Lumpkin, B. (1997a).
*Algebra activites from many cultures*. USA: J. Weston Walch Publisher. - Lumpkin, B. (1997b).
*Geometry activites from many cultures*. USA: J Weston Walch Publisher. - Marshall, G. L., & Rich, B. S. (2000). The role of history in a mathematics class.
*Mathematics Teacher, 93*(8), 704-706. https://www.jstor.org/stable/27971554. - McBride, C. C., & Rollins, H. J. (1977). The effects of history of mathematics on attitudes toward mathematics of college algebra students.
*Journal for Research in Mathematics Education, 8*(1), 57-61. https://www.jstor.org/stable/748568. - Nataraj, M. S., & Thomas, M. O. J. (2009). Developing understanding of number system structure from the history of mathematics.
*Mathematics Education Research Journal, 21*(2), 96-115. https://doi.org/10.1007/BF03217547. - NCTM (1989).
*Curriculum and evaluation standarts for school mathematics*. Reston, VA: Author. - NCTM (2006).
*Historical topics for the mathematics classroom*. Reston, VA: Author. - Panasuk, R. M., & Horton, L. B. (2012). Integrating history of mathematics into curriculum: what are the chances and constraints?.
*International Electronic Journal of Mathematics Education, 7*(1), 3-20. https://www.iejme.com/article/integrating-history-of-mathematics-into-curriculum-what-are-the-chances-and-constraints. - Ponza, M. V. (1998). A role for the history of mathematics in the teaching and learning of mathematics: An Argentinean experience.
*Mathematics in School, 27*(4), 10–13. - Reimer, W., & Reimer, L. (2012).
*Historical connections in mathematics Volume I: Resources for using history of Mathematics in the classroom*. California: AIMS Educational Foundation. - Reimer, W., & Reimer, L. (2005).
*Historical connections in mathematics Volume II: Resources for using history of Mathematics in the classroom*. California: AIMS Educational Foundation. - Reimer, W., & Reimer, L. (2010).
*Historical connections in mathematics Volume III: Resources for using history of Mathematics in the classroom*. California: AIMS Educational Foundation. - Sip, J. (1990). But everybody accepts this explanation: operations on signed numbers. In Fauval, J. (Ed.)
*History in the mathematics classroom: the IREM papers*(pp.73-84). The Mathematical Association. - Siu, M.-K. (2007). No, I don’t use history of mathematics in my class. Why? In F. Furinghetti, S. Kaijser, & C. Tzanakis (Eds.), Proceedings HPM2004 & ESU4 (revised edition, pp. 268–277). Uppsala: Uppsala Universitet.
- Swetz, F. J. (1994).
*Learning activities from the history of mathematics*. Portland: Walch Publishing. - Swetz, J. W. (1997). Using problems from the history of mathematics in classroom instruction, In Swetz, F., Fauval, J., Bekken, O., Johansson, B. and Katz, V. (Eds.)
*Learn from the masters*(pp.25-38). The Mathematical Association of America. - Tözluyurt, E. (2008).
*The perceptions of senior high students regarding the lessons, in which activities chosen from history of mathematics are used on the subject of numbers learning area*. Unpublished master dissertation, Ankara: Gazi University. - Tzanakis, C., & Arcavi, A. (2000). Integrating history of mathematics in the classroom: an analytic survey. In Favuel, J., & Van Manen, J. (Eds.),
*History in mathematics education*(pp. 201-240), Netherlands: Kluwer Academic Publishers. - Vaismoradi, M., Bondas, T., & Turunen, H. (2013). Content analysis and thematic analysis: Implications for conducting a qualitative descriptive study.
*Journal of Nursing & Health Sciences, 15*, 398-405. doi: 10.1111/nhs.12048. - Wang, Y. (2009). Hands on mathematics: two cases from ancient Chinese mathematics.
*Science & Education, 18*, 631-640. https://doi.org/10.1007/s11191-007-9078-6. - Wang, X., Qi, C., & Wang, K. (2017). A Categorization model for educational values of the history of mathematics
*. Science & Education, 26*, 1029-1052. https://doi.org/10.1007/s11191-017-9937-8. - Werner H., & Gholam A. Z. (1998) THE Pythagorean theorem and related topics a resource for geometry teachers.
*Problems, Resources, and Issues in Mathematics Undergraduate Studies, 8*(4), 365-383. https://doi.org/10.1080/10511979808965910.

#### License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

#### Article Info

**Article Type:** Research Article

https://doi.org/10.33902/JPR.2020062216

Journal of Pedagogical Research, Online First, pp. -

**Published Online: ** 13 Jul 2020

**Views: ** 217 | **Downloads: ** 53

Open Access

How to cite this article