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 |
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