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The Pedagogy of Primary Historical Sources in Mathematics: Classroom Practice Meets Theoretical Frameworks

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Title: The Pedagogy of Primary Historical Sources in Mathematics: Classroom Practice Meets Theoretical Frameworks
Language: English
Authors: Barnett, Janet Heine, Lodder, Jerry, Pengelley, David
Source: Science & Education. Jan 2014 23(1):7-27.
Availability: Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Peer Reviewed: Y
Page Count: 21
Publication Date: 2014
Document Type: Journal Articles
Reports - Research
Descriptors: Primary Sources, Mathematics, History, Mathematics Instruction, Teaching Methods, Case Studies, Learning Theories
DOI: 10.1007/s11191-013-9618-1
ISSN: 0926-7220
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.
Abstractor: As Provided
Number of References: 46
Entry Date: 2014
Accession Number: EJ1039963
Database: ERIC
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  Data: The Pedagogy of Primary Historical Sources in Mathematics: Classroom Practice Meets Theoretical Frameworks
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  Data: <searchLink fieldCode="AR" term="%22Barnett%2C+Janet+Heine%22">Barnett, Janet Heine</searchLink><br /><searchLink fieldCode="AR" term="%22Lodder%2C+Jerry%22">Lodder, Jerry</searchLink><br /><searchLink fieldCode="AR" term="%22Pengelley%2C+David%22">Pengelley, David</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Science+%26+Education%22"><i>Science & Education</i></searchLink>. Jan 2014 23(1):7-27.
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  Data: Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Primary+Sources%22">Primary Sources</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics%22">Mathematics</searchLink><br /><searchLink fieldCode="DE" term="%22History%22">History</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Instruction%22">Mathematics Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Case+Studies%22">Case Studies</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Theories%22">Learning Theories</searchLink>
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  Data: 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.
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      – Text: English
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      – SubjectFull: History
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