(2014) International handbook of research in history, philosophy and science teaching, Dordrecht, Springer.
On the use of primary sources in the teaching and learning of mathematics
In this chapter, an attempt is made to illustrate why the study of primary original sources is, as often stated, rewarding and worth the effort, despite being extremely demanding for both teachers and students. This is done by discussing various reasons for as well as different approaches to using primary original sources in the teaching and learning of mathematics. A selection of these reasons and approaches will be illustrated through a number of examples from the literature on using original sources in mathematics education. In particular, focus is on empirical research findings when choosing illustrative examples. The chapter also includes a section on the background and academic forums of research on using primary original sources in mathematics education. The discussion on using original sources is briefly related to that of using history in mathematics education, and some theoretical constructs are drawn upon to assist this discussion. In the final section of the chapter, the past, present, and future of using primary original sources is discussed, in order to possibly identify new paths which research might follow. In particular, the section addresses the role of primary original sources in relation to the educational problems of recruitment, transition, retention, and interdisciplinarity.
Thomas Jankvist, U. (2014)., On the use of primary sources in the teaching and learning of mathematics, in M. R. Matthews (ed.), International handbook of research in history, philosophy and science teaching, Dordrecht, Springer, pp. 873-908.
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