Teaching and Learning Mathematics from Primary Historical Sources

Autor/inn/en	Barnett, Janet Heine; Lodder, Jerry; Pengelley, David
Titel	Teaching and Learning Mathematics from Primary Historical Sources
Quelle	In: PRIMUS, 26 (2016) 1, S.1-18 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1051-1970
DOI	10.1080/10511970.2015.1054010
Schlagwörter	Mathematics Instruction; Teaching Methods; Primary Sources; Case Studies; Arithmetic; Elementary School Teachers; Calculus; Graphs; Theories; Undergraduate Study + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Primärquelle; Case study; Fallstudie; Case Study; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Grafische Darstellung; Theory; Theorie; Grundstudium
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01