PROCEEDINGS OF THE 21ST ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2018
San Diego, California
Perspectives in the Use of Primary Sources in Undergraduate Mathematics Education: A Triangulation of Author, Instructor, and Student
Page: 1656
We report on a case study of two different university mathematics classes (both Linear Algebra courses) that implemented the same primary source project (PSP) as part of the Transforming Instruction in Undergraduate Mathematics via Primary Historical Sources (TRIUMPHS) project. One class was taught by the author of the PSP; the other was taught by an instructor at a second university. Data were collected from students in both courses via pre- and post-surveys with Likert items and open-ended items designed to assess their mathematical attitudes and perceived gains. Instructors completed a PSP implementation report and pre-/post-course surveys. In our poster presentation, we provide a triangulation of the data from the perspectives of the author as an instructor, a non-author instructor of a same course (Linear Algebra), and the students