Bibliographic Details
| Title: |
The Pedagogy of Primary Historical Sources in Mathematics: Classroom Practice Meets Theoretical Frameworks. |
| Authors: |
Barnett, Janet1 janet.barnett@colostate-pueblo.edu, Lodder, Jerry2 jlodder@nmsu.edu, Pengelley, David2 davidp@nmsu.edu |
| Source: |
Science & Education. Jan2014, Vol. 23 Issue 1, p7-27. 21p. |
| Subject Terms: |
*Mathematics education, *Mathematics students, *Learning theories in education, *History, History of mathematics, Information resource research |
| Abstract: |
We analyze our method of teaching with primary historical sources within the context of theoretical frameworks for the role of history in teaching mathematics developed by Barbin, Fried, Jahnke, Jankvist, and Kjeldsen and Blomhøj, and more generally from the perspective of Sfard's theory of learning as communication. We present case studies for two of our guided student modules that are built around sequences of primary sources and are intended for learning core curricular material, one on logical implication, the other on the concept of a group. Additionally, we propose some conclusions about the advantages and challenges of using primary sources in teaching mathematics. [ABSTRACT FROM AUTHOR] |
|
Copyright of Science & Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) |
| Database: |
Education Research Complete |
