Under guidance of Prof. Sri. M. Shiva Ratnam Reddy. S.V. University

1. 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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2. 1. INTRODUCTION
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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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3. Among the principles which have led the investigator in the presentation of
the Dissertation are the following :
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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 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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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.
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4. 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.
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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.
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C. HYPOTHESIS :
“Whether there is any historical
sensitivity among school teachers in
Hyderabad district with special
reference to mathematical
knowledge ?”
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5. II SIGNIFICANCE OF THE STUDY
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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.
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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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6. 
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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.
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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
Not only does the history of
enliven the teaching of the subject, and give our
Mathematics enhance student’s
science flesh, blood, historical and human context
enthusiasm in the subject, it can
and bring it to life.
actually be used to better teach the
concepts of the course.
BLAISE PASCAL
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.
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7. III REVIEW OF RELATED LITERATURE
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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.
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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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8. ABOUT THE SOCIETY:
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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.
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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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9. IV. DATA COLLECTIO N
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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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10. V. TOOLS AND TECHNIQUES
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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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11. VI. LIMITATIONS AND SUGGESTIONS
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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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12. 
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.
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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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13. VII. CONCLUSION
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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.
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