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SYNOPSIS

OF

HISTORICAL SENSITIVITY AMONG SCHOOL TEACHERS

WITH SPECIAL REFERENCE TO MATHEMATICAL KNOWLEDGE :

A STUDY IN HYDERABAD DISTRICT

By

M. PADMA LALITHA SHARADA, H.T. NO: A06MP053004

Submitted for the degree of

Mater of Philosophy in Education at

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1. INTRODUCTION

Every culture on earth has developed some Mathematics. In some cases Mathematics has spread from one culture to another.

Now there is a predominant international Mathematics, and this Mathematics has quite History.

Mathematics is a vast adventure in ideas; its history reflects some of the noblest thoughts of countless generations.

Mathematics has been influenced by Agriculture, Commerce, Engineering, Philosophy, Physics,

Astronomy and warfare, by Manufacture.

PRIMARY AIM OF THE STUDY

Appreciation towards the cultural and historical significance of the Mathematics - “The Queen of the Sciences”.

SRINIVASA RAMANUJAN

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Among the principles which have led the investigator in the presentation of the Dissertation are the following :

To know about history of Mathematical knowledge among school teachers.

To examine the interest of the school teachers with regard to historical knowledge of Mathematics.

To develop an appreciation of the contributions made by various cultures to the growth and development of mathematical ideas.

To become acquainted with the major personages in the history of mathematics and with their contributions to that history. To evolve necessary guidelines for a

Comprehensive Mathematics curriculum for school education with special reference to History of Mathematics.

To gain an understanding of the historical development of major school mathematical concepts.

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A. Method Of Study : For the purpose of the study a sample of 150 school

teachers were randomly selected from State Government Organization. Most of the study was based on Survey Method.

B. Statement Of the Problem :

This investigation is designed to

study about the contributions made by various mathematicians towards the development of Mathematics and study about awareness of historical knowledge with special reference to mathematical knowledge among school teachers who are working in Hyderabad District.

C. HYPOTHESIS :

“Whether there is any historical sensitivity among school teachers in Hyderabad district with special reference to mathematical knowledge ?”

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II SIGNIFICANCE OF THE STUDY

Desirability of historical study is the value of historical knowledge to the teacher of Mathematics.

The interest which pupils take in their

study may be greatly increased if the solution of problems and the logic of geometrical demonstrations are explained with historical remarks.

Occasionally incorporating the history

of Mathematics throughout the curriculum would be a useful starting point to show students the developmental nature of Mathematics, enliven the teaching of the subject, and create an interest in a further study of Mathematics.

The present study believes that the history of each and every topic should be briefly incorporated in the curriculum. This is essential as it offers a wealth of information that is crucial for incorporation of these standards into the classroom, and many of the goals outlined in principles and standards would be better met by incorporating history into the curriculum.

PYTHAGORAS

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Studying the History of Mathematics, not in isolation but as an intricate part of the curriculum, has many benefits to the overall teaching and learning of Mathematics. History is commonly taught in school to give the young awareness of tradition, a feeling of belonging, and a sense participation in the ongoing process of an institution.

Not only does the history of Mathematics enhance student’s enthusiasm in the subject, it can actually be used to better teach the concepts of the course.

By studying the development of certain mathematical ideas, students can develop their understanding particular concept.

Most University teacher training programs require Perspective Mathematics teachers to take a course in the History of Mathematics.

Presenting a topic in an historical context is the best way to provide motivation and to present a mathematical topic. These “stories” can be used to enliven the teaching of the subject, and give our science flesh, blood, historical and human context and bring it to life.

BLAISE PASCAL

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III REVIEW OF RELATED LITERATURE

It is appropriate to look back at some of the people and events that have given form, direction and substance to the field of research in Mathematics education.

The British Society for the History of Mathematics exists to promote research into the History of Mathematics and its use at all levels of mathematical education.

The society’s Bulletin is published by Taylor and Francis, and carries a wide range of articles and reviews of interest to the history of community. This society conducts meetings to discuss on History of Mathematics. It also telecasts relevant documents on BBC4.

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ABOUT THE SOCIETY:

To promote and encourage research in the History of Mathematics and the dissemination of the results of such research.

To promote and develop for the public benefit, awareness, knowledge, study and teaching of the History of Mathematics.

To promote the use of the History of Mathematics at all levels in Mathematics education in order to enhance in order to enhance of Mathematics for the public benefit.

The Society is a member of the Joint Mathematical Council of the United Kingdom.

It was founded in 1971, and has built an international reputation for promoting historical studies of Mathematics.

It is run by an elected council, whose officers have included many distinguished scholars.

Today, the society organizes meetings, publishes a Bulletin, and provides a focus for the dissemination of information about research and other activities involving the History of Mathematics in Schools, Colleges, Universities and elsewhere.

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IV. DATA COLLECTIO N

There are number of tools and techniques to collect data. Investigator randomly selected 150 school teachers from Hyderabad district.

A questionnaire supplied to them in order to know about their historical knowledge in Mathematics.

SHAKUNTALA DEVI BHASKARA

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V. TOOLS AND TECHNIQUES

A questionnaire prepared based on different ages, different well known mathematicians and their contribution towards development of Mathematics.

This questionnaire supplied to the teachers when they are gathered at different mandal centers for workshops on Mathematics. These workshops will be conducted every month on scheduled dates.

Thus investigator collected data with the help of mandal resource persons, who organize the workshops. In this questionnaire three options are given and the teachers have to select any one right answer which may appropriate.

This data reorganized according to correct responses given by teachers and applied to different statistical approaches.

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VI. LIMITATIONS AND SUGGESTIONS

Consideration of historical aspect needs wide range of investigation. This study has given brief history of Mathematics. One can take this subject as broad outlook and explain with each and every single point.

There are large number of Mathematics teachers working in Hyderabad district. This investigation surveyed only 150 school teachers selected randomly from state government organization. One can survey teachers from different organizations, i.e., from C.B.S.E. schools and from I.C.S.E. schools and as more number of teachers as possible.

For surveying teachers a questionnaire prepared in order to know about their historical sensitivity to mathematical knowledge. One can take other tools for this purpose such as Interview, Rating Scales and so on.

Rene Descartes LEONHARD EULER

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In this investigation historical aspects are given in terms of civilizations of countries and mathematics of particular ages. One can give the same in terms of contributions of different mathematicians from the beginning of the development of Mathematics.

Measures of Central tendency and Variability are tested for obtained data. Other statistical tools can also be discussed for large group of data.

There are no evidences obtained from S.V. University and from Osmania University that such investigations on Mathematics are done by Research Scholars. One can investigate from other Indian Universities and from foreign Universities.

School teachers are selected randomly from state government organization. One can select teachers proportionately from mandal wise. It can be selected from district wise from entire state.

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VII. CONCLUSION

This investigation is intended to study the historical sensitivity among school teachers with special reference to mathematical knowledge. For the purpose of the study a sample of 150 school teachers randomly selected from state government organization from Hyderabad district.

A questionnaire prepared and surveyed to these teachers and based on their correct responses the investigation is further applied for statistical analysis. Measurement of central tendencies and variation are satisfied to expected analysis. These results gave slight differences among them so that the obtained data may be considered as reliable.

Occasionally incorporating the History of Mathematics throughout the curriculum would be a useful starting point to show students the developmental nature of Mathematics, enliven the teaching of the subject, and create an interest in a further study of Mathematics.

The main principle of the investigation is to develop an appreciation of the contributions made by various cultures to the growth and development of mathematical ideas and to become acquainted with the major personages in the history of Mathematics and with their contributions to that history.