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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