in: The Language of Mathematics: How the Teachers’ Knowledge of Mathematics Affects Instruction, Patrick Jenlink, Editor, Rowman & Littlefield, Oxford, London, pp.113-141, 2020
The aim of the present study is to describe the incorporating the history of mathematics into teaching approach from the perspectives of primary and middle grade mathematics teachers in the classroom environment by means of phenomenological research design. Two primary and two mathematics teachers participated in the study. Data collected from three interviews and two lesson hours observation were analysed based on phenomenological research design. The teachers’ background information and the essence of incorporating the history of mathematics into teaching were provided. Findings of the study showed that the teachers described and perceived the approach under eight core themes: professional development, attractiveness, the environment for speaking up, the more the practice there is, the better it becomes, adaptability of historical materials, problem solving versus the history of mathematics, lack of knowledge and resources and time constraint. This structure of meaning contributes to the mathematics education field to understand the approach from the perspective of teachers who are encouraged incorporating the history of mathematics by the authorities in education.