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June 20, 2026British Journal for the History of MathematicsOpen Access

Integrating history into mathematics teaching: An empirical study on years 7 & 8 students

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Authors

JYJason H. M. YipTBThomas H. Briggs

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Overview

Empirical study shows that history-infused math education improves student attitudes and engagement.

Key Points

  • The study examines the effects of incorporating historical content into mathematics classes for Key Stage 3 students.
  • Conducted in a multicultural secondary school in England.
  • Used pre- and post-intervention surveys and classroom observations for data collection.
  • Applied both quantitative and qualitative analysis methods.
  • Students in the experimental group showed significant improvement in overall attitude scores and enjoyment of mathematics.
  • Engagement with historical content increased among students.
  • Some measures of multicultural awareness also improved.

Cite This Study

Yip et al. (2026) studied this question.

synapsesocial.com/papers/6a362f3bdb0793dc1a536b75https://doi.org/10.1080/26375451.2026.2676448
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Also Consider

Synapse has enriched 5 closely related papers on similar clinical questions. Consider them for comparative context:

  1. 1Research on Paths for Integrating the History of Mathematics into Senior High School Mathematics Teaching2026
  2. 2History of mathematical concepts and students’ cognitive understanding of mathematics: Effect of pedagogical content knowledge2024 · 2 citations
  3. 3Integration of Mathematics History into Junior Middle School Education: A Pedagogical Approach to Enhance Mathematical Literacy2024 · 1 citations
  4. 4Improving algebraic understanding using history of mathematics: the case of structural reasoning in cubic equations2026
  5. 5TEACHING A PLANIMETRY COURSE USING ELEMENTS OF THE HISTORY OF MATHEMATICS2024