PROCEEDINGS OF THE 21ST ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2018
San Diego, California
Surveying Professors’ Perceptions of Incorporating History into Calculus I Instruction
Page: 1319
The goal of this study is to document undergraduate mathematics professors’ perceptions of incorporating the history of mathematics into their Calculus I instruction. Although research has been documented on benefits of incorporating history into mathematics teaching and learning, little has been documented on undergraduate professors’ beliefs and how they may incorporate history into Calculus I. To address this question, we created a survey based on Schoenfeld’s (1999) theoretical framework of knowledge, goals, and orientations to capture perceptions about instructional decisions related to history incorporation. Calculus I professors in a southeastern state were surveyed to gain an understanding of perceptions on the importance of history and how they incorporate history. The majority of professors (80%) view history as important for Calculus I learning for a variety of reasons and incorporate it in different ways. Implications for supporting undergraduate Calculus I teaching and learning are shared along with questions for further research.