PROCEEDINGS OF THE 22ND ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2019
Oklahoma City, Oklahoma
Instructor perceptions of using primary source projects to teach undergraduate mathematics content
Page: 663
This study investigates instructor perceptions of their teaching, as well as their students’ learning, obstacles encountered, and methods of implementation from the use 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 ofinquiry-based-learning that incorporates the history of mathematics through original sources. 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 class.