Using Primary Source Projects to teach undergraduate mathematics content: analysis of instructor implementation and perceptions

Document Type

Article

Department or Administrative Unit

Mathematics

Publication Date

9-12-2019

Abstract

This study investigates changes in instructor teaching tendencies, instructor’s perception of impact on student learning and dispositions, and methods of implementation of Primary Source Projects (PSPs). PSPs are curricular modules designed to teach core mathematical topics from primary historical sources rather than from standard textbooks. In essence, they are a form of inquiry-based learning that incorporates the history of mathematics through original source texts. We provide an overview of results from two semesters of implementation reports and surveys administered at the beginning and end of the semester by instructors who implemented PSPs in their undergraduate mathematics classes.

Comments

This article was originally published in International Journal of Mathematical Education in Science and Technology. The full-text article from the publisher can be found here.

Due to copyright restrictions, this article is not available for free download from ScholarWorks @ CWU.

Journal

International Journal of Mathematical Education in Science and Technology

Copyright

© 2019 Informa UK Limited, trading as Taylor & Francis Group

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