22.07.2020
EXAMPLES OF FILMS ABOUT MATHEMATICS
Mathematics lessons have been one of the most feared subjects throughout history. One reason for this is that middle school students use their visual intelligence and believe they cannot find this in mathematics lessons. However, Swetz (1994) stated that visual aids can help overcome this problem and can serve as a resource for learning mathematics independently. In other words, he emphasized the need to introduce students to the visual side of mathematics. Films are at the forefront of these visual aids. In the updated curricula, considering the knowledge and skills that films provide to students, it is seen that importance is given to giving project topics related to films. For this purpose, it is suggested that students be given project topics in the curriculum such as "mathematics video or films about mathematics (talks about mathematics by professionals, mathematics in nature, mathematics around us, mathematics with films)" (MEB, 2009).
The Benefits of Using Film in Mathematics Lessons
It is possible to adapt the suggestions of Barth and Demirtaş (1997), Dickinson (1972), Haydn (2000), Phillips (2002) and Öztaş (2007) regarding the benefits of using film to the use of films in mathematics lessons. For example, the following conclusions have emerged:
“Films make lessons interesting.”, “Films allow students to write their own opinions about the film being shown.”, “Films make the past concrete, interesting, and accessible.”, “Films increase students' motivation, interest, and curiosity.”, “Films are exciting, engaging, and educational.”, “Films provide more efficient, lasting, and long-term learning.”, “Films awaken students' interest in problems and guide them to produce solutions.”, “Films are very effective because they appeal to the senses of sight and hearing.”, “In a lesson where film activities are applied, students become aware that they are a part of the lesson.”, “Films provide discussion on topics related to change, chronology, cause and effect, similarity, difference, motivation, and empathetic perspective.”, “Films simplify and help students understand topics they have difficulty understanding.”, “Films help students have a pleasant time.”
These conclusions have been drawn. Some Teaching Activities That Can Be Carried Out During Film Use in Lessons
In mathematics lessons, to achieve the desired behavioral changes as a result of film-based activities, some activities can be carried out before, during, and after the film screening. Demircioğlu (2007) and Greiner (1955) explained some teaching activities that can be carried out within the framework of film use in history teaching. These teaching activities mentioned by the authors can also be used in mathematics lessons. In this context, activities that can be done within the framework of mathematics lessons include, for example:
Discussion: Students can discuss the film during and after the screening. Note-Taking: Students can take notes on important points or those pointed out by the teacher, both during the film screening and after the presentation. Creating a Film or Video Corner: Film corners can be created within mathematics lessons in schools.
Drama: Students can perform a series of drama activities in the context of the subject and themes in the film to acquire important behaviors. Topic Completion: In this activity, a portion of the film or video is shown, and students may be asked to write the rest of the story as a topic.
Examples of Related Films
The Story of Mathematics
Hidden Figures – 2016
Einstein and Eddington – 2008
The Man Who Knew Infinity – 2015
An Invisible Sign – 2010
The Oxford Murders – 2008
The Solitudine dei Numeri Primi (The Solitude of Prime Numbers) – 2010
Enigma – 2001
The Number 23 – 2007
Cube – 1997
Stand and Deliver – 1988
The Professor and His Beloved Equation (Hakase no aishita sûshiki) – 2006
A Beautiful Mind (A Beautiful Mind) – 2001
Good Will Hunting – 1997
21 (2008)
X+Y (2014)
1001 Inventions and Secrets Library
CONCLUSION AND RECOMMENDATIONS
In conclusion, many films can be watched. In mathematics lessons, the past can be brought to the present through films. In addition, lessons can be taught in a more interesting, simple and understandable way through these tools (Demircioğlu, 2007). Middle school students realize that instead of being afraid of mathematics, they can approach mathematics at the end of the films. In addition, the topics in mathematics lessons can be reorganized in a way that is suitable for the use of films or videos.
REFERENCES
Barth, J. L. and Demirtaş, A. (1997). Primary school social studies teaching: Student guide. Ankara: YÖK / World Bank National Education Development Project Pre-service Teacher Training.
Çoban, Z. (2011). Teacher and student opinions on the use of historical films and series in history lessons.
Demircioglu, İ. H. (2007). The place and importance of films in history teaching. Ahmet Yesevi University Bilig Journal, 42, 77-93. Greiner, G. (1955). Teaching film. London: British Film Institute.
Haydn, T. (2000). Information and communications technology in the history classroom. In J. Arthur & R.
Phillips (Eds.), Issues in History Teaching (pp. 98-112). London: Routledge.
Ministry of National Education. (2009). Primary school mathematics curriculum and guide for grades 6-8. Ankara:
Öztaş, S. (2007). History teaching films: The effect of using films in history teaching on student success.
Swetz, F. J. (1994). Learning activities from the history of mathematics. Portland, ME: J. Weston Walch.
ABSTRACT
Films are among the materials that can be used in terms of the efficiency of mathematics lessons. Thanks to films, mathematics lessons can become more interesting, understandable and fun. In this research, films that mathematics enthusiasts and students who are not interested in mathematics can watch with pleasure have been investigated.
