The Effect of Education Based on the History of Mathematics and Storytelling on the Academic Performance of Eighth Grade Students in Mathematics

Background and Purpose: Mathematics education is frequently confronted with a crisis of engagement, where many students perceive the subject as abstract, irrelevant, and devoid of human context. This often leads to an "instrumental understanding"—the ability to apply rules without comprehending the underlying concepts—rather than a "relational understanding," as conceptualized by Skemp (1976). Such a surface-level approach contributes to poor academic performance and a lack of interest in the discipline. This study was designed to address this challenge by investigating the effect of a pedagogical strategy that integrates the history of mathematics and storytelling into an eighth-grade mathematics curriculum. The primary objective was to determine if this approach could significantly improve students' academic performance by making learning more meaningful, contextualized, and engaging.
Methods: The research employed a mixed-methods approach with an embedded design, conducted during the 2024-2025 academic year. The core of the study was a quasi-experimental, pre-test/post-test control group design. The sample consisted of 40 male eighth-grade students from two public schools in Savadkuh County, Iran, selected through convenience sampling. Two intact classes were randomly assigned to an experimental group (n=22) and a control group (n=18). The experimental group received a 10-session intervention where mathematics topics were taught through historical narratives and context-based problems. The control group received traditional, textbook-based instruction. Quantitative data for academic performance were collected using pre-test and post-test.Qualitative data were gathered through semi-structured classroom observations and field notes. Quantitative data were analyzed using Analysis of Covariance (ANCOVA), and qualitative data were analyzed using Thematic Analysis.
Results: The quantitative analysis revealed a statistically significant and large effect of the intervention on students' academic performance. The experimental group performed significantly better on the post-test than the control group after controlling for pre-test scores. The qualitative findings complemented these results, revealing overwhelmingly positive student reactions. Thematic analysis yielded several major themes, including Breaking the Traditional Mindset, which saw students' initial surprise evolve into genuine curiosity; Enhanced Classroom Participation and Interaction; Humanization of Mathematics and Reduced Fear of Error; and Connecting Concepts to Real-World Applications.
Conclusion: The findings provide strong evidence that integrating history and storytelling into mathematics instruction is a highly effective pedagogical strategy. The approach not only leads to significant, measurable improvements in academic performance but also qualitatively transforms the learning environment. By humanizing mathematics and grounding abstract concepts in historical context, this method fosters a deeper, more relational understanding, thereby offering a potent solution to the persistent challenges in mathematics education. The study recommends the inclusion of historical-narrative components in mathematics curricula and teacher training programs.