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The Pedagogy of Primary Historical Sources in Mathematics: Classroom Practice Meets Theoretical Frameworks

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Abstract

We analyze our method of teaching with primary historical sources within the context of theoretical frameworks for the role of history in teaching mathematics developed by Barbin, Fried, Jahnke, Jankvist, and Kjeldsen and Blomhøj, and more generally from the perspective of Sfard’s theory of learning as communication. We present case studies for two of our guided student modules that are built around sequences of primary sources and are intended for learning core curricular material, one on logical implication, the other on the concept of a group. Additionally, we propose some conclusions about the advantages and challenges of using primary sources in teaching mathematics.

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Notes

  1. Seventeen of our most recent projects for students will be forthcoming as articles in the online Convergence: Loci journal of the Mathematical Association of America.

  2. Radical accommodation is one of two alternatives that Fried identifies as a means to avoid this danger; the second alternative is that of “radical separation” in which the study of the history of mathematics is placed on an entirely different track from the regular course of study.

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Acknowledgments

The development of the projects described in this paper has been partially supported by the US National Science Foundation’s Course, Curriculum and Laboratory Improvement Program under Grants DUE-0231113, DUE-0715392 and DUE-0717752. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author and do not necessarily reflect the views of the National Science Foundation.

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Authors and Affiliations

  1. Department of Mathematics and Physics, Colorado State University—Pueblo, Pueblo, CO, 81001, USA

    Janet Heine Barnett

  2. Department of Mathematical Sciences, New Mexico State University, Las Cruces, NM, 88003, USA

    Jerry Lodder & David Pengelley

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  1. Janet Heine Barnett
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  2. Jerry Lodder
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  3. David Pengelley
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Correspondence to David Pengelley.

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Barnett, J.H., Lodder, J. & Pengelley, D. The Pedagogy of Primary Historical Sources in Mathematics: Classroom Practice Meets Theoretical Frameworks. Sci & Educ 23, 7–27 (2014). https://doi.org/10.1007/s11191-013-9618-1

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