Using Primary Source Projects to teach undergraduate mathematics content: analysis of instructor implementation and perceptions
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Diana White [1] ; Nicholas Carruth [1] ; Joshua Eastes [1] ; Dominic Klyve [2] ; Daniel Otero [3] ; Nicholas A. Scoville [4]
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[1] University of Colorado Denver
University of Colorado Denver
Estados Unidos
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[2] Central Washington University
Central Washington University
Estados Unidos
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[3] Xavier University
Xavier University
City of Cincinnati, Estados Unidos
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[4] Ursinus College
Ursinus College
Borough of Collegeville, Estados Unidos
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- Localización: International journal of mathematical education in science and technology, ISSN 0020-739X, Vol. 50, Nº. 7, 2019, págs. 987-998
- Idioma: inglés
- DOI: 10.1080/0020739x.2019.1657597
- Texto completo no disponible (Saber más ...)
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Resumen
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.
