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Teaching and Learning Mathematics from Primary Historical Sources

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Title: Teaching and Learning Mathematics from Primary Historical Sources
Language: English
Authors: Barnett, Janet Heine, Lodder, Jerry, Pengelley, David
Source: PRIMUS. 2016 26(1):1-18.
Availability: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 18
Publication Date: 2016
Sponsoring Agency: National Science Foundation (NSF)
Contract Number: DUE0717752
DUE0715392
Document Type: Journal Articles
Reports - Descriptive
Education Level: Elementary Education
Higher Education
Postsecondary Education
Descriptors: Mathematics Instruction, Teaching Methods, Primary Sources, Case Studies, Arithmetic, Elementary School Teachers, Calculus, Graphs, Theories, Undergraduate Study, Graduate Study
DOI: 10.1080/10511970.2015.1054010
ISSN: 1051-1970
Abstract: Why would anyone think of teaching and learning mathematics directly from primary historical sources? We aim to answer this question while sharing our own experiences, and those of our students across several decades. We will first describe the evolution of our motivation for teaching with primary sources, and our current view of the advantages and challenges of a pedagogy based on teaching with primary sources. We then present three lower-division case studies based on our classroom experience of teaching discrete mathematics courses with student projects based on primary sources, and comment on how these could be adapted for use with other lower-division audiences.
Abstractor: As Provided
Number of References: 31
Entry Date: 2015
Accession Number: EJ1084943
Database: ERIC
FullText Text:
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  Data: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
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  Label: Abstract
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  Data: Why would anyone think of teaching and learning mathematics directly from primary historical sources? We aim to answer this question while sharing our own experiences, and those of our students across several decades. We will first describe the evolution of our motivation for teaching with primary sources, and our current view of the advantages and challenges of a pedagogy based on teaching with primary sources. We then present three lower-division case studies based on our classroom experience of teaching discrete mathematics courses with student projects based on primary sources, and comment on how these could be adapted for use with other lower-division audiences.
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      – Text: English
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        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Primary Sources
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