New Methods of Capturing Students' Experiences with Primary Source Projects: Pioneering a Transgressive Lens.

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Bibliographic Details
Title:	New Methods of Capturing Students' Experiences with Primary Source Projects: Pioneering a Transgressive Lens.
Authors:	Watford, Mark¹ mark.watford@fsu.edu, Clark, Kathleen Michelle², Cihan Can
Source:	Mathematics Enthusiast. Jun2025, Vol. 22 Issue 1/2, p149-181. 33p.
Subject Terms:	Situated learning theory, Education research, Mathematics education, Historical source material, Abstract algebra
Abstract:	The mathematics education research landscape possesses limited examples of large-scale research regarding students' experience with primary historical sources in the learning of mathematics at the undergraduate level. However, the field continues to investigate methods of determining how students might overcome obstacles to reach new outcomes. This article documents an exploration within the TRansforming Instruction in Undergraduate Mathematics via Primary Historical Sources (TRIUMPHS) project that combined transgressions theory and situated learning theory, thereby illuminating three components of the former--boundaries, transgressive actions, and outcomes. In this regard, we capture students' Primary Source Project (PSP) learning experiences in Abstract Algebra courses and bring attention to the challenges in delineating these elements due to drawing upon data not initially collected with transgressions or situated learning theory in mind. Despite this limitation, we underscore the potential of utilizing the transgressions framework in the analysis of students' unorthodox learning experiences, such as with PSPs, and provide insights for future studies in the field. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	The mathematics education research landscape possesses limited examples of large-scale research regarding students' experience with primary historical sources in the learning of mathematics at the undergraduate level. However, the field continues to investigate methods of determining how students might overcome obstacles to reach new outcomes. This article documents an exploration within the TRansforming Instruction in Undergraduate Mathematics via Primary Historical Sources (TRIUMPHS) project that combined transgressions theory and situated learning theory, thereby illuminating three components of the former--boundaries, transgressive actions, and outcomes. In this regard, we capture students' Primary Source Project (PSP) learning experiences in Abstract Algebra courses and bring attention to the challenges in delineating these elements due to drawing upon data not initially collected with transgressions or situated learning theory in mind. Despite this limitation, we underscore the potential of utilizing the transgressions framework in the analysis of students' unorthodox learning experiences, such as with PSPs, and provide insights for future studies in the field. [ABSTRACT FROM AUTHOR]
ISSN:	15513440
DOI:	10.54870/1551-3440.1656