INVESTIGATING THE ROLE OF HISTORY OF MATHEMATICAL CONCEPTS IN LEARNING MATHEMATICS IN UPPER SECONDARY SCHOOL LEVEL IN MALAWI

Abstract

The purpose of this study was to explore the role of using history of mathematical concepts in teaching and learning mathematics in upper secondary school level in Malawi. The study used a qualitative case study approach in which 50 Form Three learners and their Mathematics teacher from one of the schools in Zomba urban were conveniently sampled to participate. Data were generated through classroom observation, face to face interviews and questionnaires. Data were analysed qualitatively by coding, transcribing and classifying the data into themes guided by the research sub-questions. The findings of this study have revealed that using history of mathematical concepts in teaching and learning mathematics increase motivation and learners‟ learning as it: (a) enhance learners‟ mathematical concept understanding; (b) enhance their creativity in mathematics; (c) enable learners to engage in different learning strategies and (d) enable learners to easily recall some concepts and make references to various historical information. The findings have also indicated that learners develop positive attitude towards mathematics. The study concluded that there are a number of benefits learners and the teacher would gain if historical information of some mathematical concepts is in the teaching and learning mathematics. The implication is that if history is not used in teaching and learning mathematics, many learners will still lack motivation that will affect how they learn and understand many mathematical concepts.