• Corpus ID: 15853839

Mathematical Masterpieces: Teaching with Original Sources

@inproceedings{Laubenbacher1996MathematicalMT,
  title={Mathematical Masterpieces: Teaching with Original Sources},
  author={Reinhard C. Laubenbacher and David J. Pengelley and Ronald Calinger},
  year={1996}
}
Our upper-level university honors course, entitled Great Theorems: The Art of Mathematics, views mathematics as art and examines selected mathematical masterpieces from antiquity to the present. Following a common practice in the humanities, for example in Chicago’s Great Books program and St. John’s College curriculum, we have students read original texts without any modern writer or instructor as intermediary or interpreter. As with any unmediated learning experience, a special excitement… 
math.nmsu.edu
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19 Citations

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Recovering Motivation in Mathematics: Teaching with Original Sources
TLDR
A commonly recognized feature of undergraduate mathematics instruction, as well as that in high schools and graduate schools, is the lack of motivation the authors provide for abstract concepts, which deprive students of the sense that mathematics is a process.
An Introduction to James Gregory's Geometriae Pars Universalis
For mathematics educators with an interest in the history of mathematics the importance of original sources is clear. In contrast to the polished presentations of mathematics found in textbooks,…
The Pedagogy of Primary Historical Sources in Mathematics: Classroom Practice Meets Theoretical Frameworks
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,…
Teaching and Learning Mathematics From Primary Historical Sources
Abstract Why would anyone think of teaching and learning mathematics directly from primary historical sources? We aim to answer this question while sharing our own experiences, and those of our…
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The basic assumption of this paper is that mathematics and history of mathematics are both forms of knowledge and, therefore, represent different ways of knowing. This was also the basic assumption…
A graduate course on the role of history in teaching mathematics
We have developed a graduate course on the role of history in teaching mathematics, emerging from our program of undergraduate teaching with original historical sources and a collaboration with high…
Integrating history of mathematics into the mathematics classroom
In this paper, we endeavor to sensitize mathematics teachers to the benefits, for them and their students, that result from an adequate integration of history of mathematics into classroom…
`A historical angle’, a survey of recent literature on the use and value of history in geometrical education
In this article we give a survey of recent literature on the use and value of the history of geometry in mathematics education. It turns out that many authors have contributed to the debate why we…
Making sense of Newton's mathematics
This paper describes a project conducted by the author, developed at the Bath Spa University in England, and which included teachers in training and their pupils, working alongside each other in…
A Course on the History of Mathematics
Since 2005, I have had the opportunity to teach a subject named History of Mathematics to undergraduate students at La Trobe University. In 2007, my colleague Grant Cairns and I taught the subject…
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