Abstract:
This article examines the reflections of prospective mathematics teachers about the use of popular films in a
history of mathematics course. Three films are used in the course are Agora, The Man Who Knew Infinity and
A Beautiful Mind, describing mathematicians‟ experiences and struggles in different historical moments.
Following the completion of the course, twelve prospective middle school mathematics teachers voluntarily
participate in the face-to-face semi-structured interviews. According to the results, popular films are
inspirational for prospective mathematics teachers to pursue further mathematical studies and the stories in the
films are influential while making future decisions. For prospective mathematics teachers, popular films are also
helpful to put mathematicians in context in which their life styles and experiences become more visible. Despite
the benefits of watching mathematicians in the films, prospective mathematics teachers reflect on the fact that
popular films are coming from a profit-driven sector and they reflect on how the commercial purposes can limit
a full comprehension of mathematicians‟ lives. In the light of the findings, popular films are recommended as
productive instructional materials in mathematics teacher education courses while there is a need to reflect on
the commercial purposes and disadvantages.
