This study explores how secondary-level mathematics teachers integrate the History of Mathematics (HoM) into their classroom teaching and the challenges they face in doing so. Using a qualitative descriptive approach, semi-structured interviews were conducted with six teachers trained in HoM to understand their strategies, experiences, and perceptions. Findings reveal that incorporating historical narratives enhances student engagement, deepens understanding, and shifts attitudes by presenting mathematics as a human and cultural endeavor rather than a set of fixed rules. Teachers reported that sharing stories of mathematical development makes lessons more meaningful and accessible. However, challenges such as limited resources, lack of training, and curriculum constraints hinder effective integration. The study highlights the need for targeted professional development and supportive materials to empower teachers. Integrating HoM holds potential to enrich mathematics education by connecting students to its cultural roots and fostering a more positive and thoughtful learning environment.
This qualitative study explored the experiences of Mathematics teachers who were assigned to teach Edukasyon sa Pagpapakatao (EsP), a subject that emphasizes values education, character formation, and moral development. Conducted in Barotac Nuevo, Iloilo, Philippines, the study used a narrative inquiry approach, drawin...
Julie Bearneza, Dianne Carla Datu, Melza Catunao et al.· EIKI Journal of Effective Te...· 0 citations
This study investigated the experiences of mathematics teachers assigned to teach subjects outside their area of specialization in the Schools Division of Kabankalan City. Out-of-field teaching has remained a significant educational concern because it creates a mismatch between teachers’ academic preparation and instru...
April Rose Untal, Justine Marie Millares, Reymond Millares et al.· International Journal of Int...· 0 citations
This paper reports on a workshop delivered at the CETL-MSOR Conference 2025 that explored the use of historical narratives to foster inclusivity, enhance student engagement, and support a stronger sense of belonging in university mathematics, particularly for under-represented groups. The workshop addressed several int...
Ming-Yip Ho, Ilaria Bussoli, Ciáran Mac An Bhaird et al.· MSOR Connections· 0 citations
This study explores mathematics teachers’ perceptions of Differentiated Instruction (DI) through the framework of the Theory of Planned Behavior (TPB). A qualitative methodology was employed, involving semi-structured interviews with four senior high school mathematics teachers in Indonesia who were purposively chosen...
Y. D. W. K. Ningtyas, M. M. Melissa, Chusnul Khotimah Galatea· World Journal of Education· 0 citations
This study examined teachers’ reported experiences of lesson study (LS) professional development (PD). A qualitative phenomenological design was employed, using face-to-face interviews conducted in 2018 with 15 mathematics and science teachers from several secondary schools in the Mangaung District, South Africa. Inter...
Mzamo Wilson Jacobs, T. Jita, L. Jita et al.· International Journal of Eva...· 0 citations
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