Impact of Jiuzhang Suanshu-based proportional problems on mathematical understanding and value recognition in elementary school students
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This study investigates the effects of a history-based mathematics lesson utilizing proportional problems from Jiuzhang Suanshu (九章算術) on the mathematical understanding and value recognition of 27 sixth-grade elementary school students. The five-session lesson was designed based on Jankvist’s (2009) framework, which distinguishes between using history as a cognitive tool and as a goal. As a cognitive tool, integrating historical problems supported the development of students’ proportional reasoning, deepened their understanding of the flexible and socially embedded nature of traditional measurement units, and fostered the refinement of mathematical thinking through peer discussion and error analysis. Students also demonstrated growth in mathematical literacy as they worked to interpret historically situated problems. To examine the use of history as a goal, pre- and post surveys were conducted to assess students’ recognition of mathematical values, revealing statistically significant improvements across historical, cultural, practical, social, and East Asian mathematical domains. Qualitative data further indicated increased appreciation for the practicality, creativity, and cultural significance of mathematics, along with a heightened sense of pride in East Asian mathematical heritage. These findings suggest that history based mathematics instruction can not only support conceptual development but also promote meaningful reflection on the broader value and role of mathematics in society.
Abstract
This study investigates the effects of a history-based mathematics lesson utilizing proportional problems from Jiuzhang Suanshu (九章算術) on the mathematical understanding and value recognition of 27 sixth-grade elementary school students. The five-session lesson was designed based on Jankvist’s (2009) framework, which distinguishes between using history as a cognitive tool and as a goal. As a cognitive tool, integrating historical problems supported the development of students’ proportional reasoning, deepened their understanding of the flexible and socially embedded nature of traditional measurement units, and fostered the refinement of mathematical thinking through peer discussion and error analysis. Students also demonstrated growth in mathematical literacy as they worked to interpret historically situated problems. To examine the use of history as a goal, pre- and post surveys were conducted to assess students’ recognition of mathematical values, revealing statistically significant improvements across historical, cultural, practical, social, and East Asian mathematical domains. Qualitative data further indicated increased appreciation for the practicality, creativity, and cultural significance of mathematics, along with a heightened sense of pride in East Asian mathematical heritage. These findings suggest that history based mathematics instruction can not only support conceptual development but also promote meaningful reflection on the broader value and role of mathematics in society.