• Corpus ID: 15853839

Mathematical Masterpieces: Teaching with Original Sources

  title={Mathematical Masterpieces: Teaching with Original Sources},
  author={Reinhard C. Laubenbacher and David J. Pengelley and Ronald Calinger},
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… 
Recovering Motivation in Mathematics: Teaching with Original Sources
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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,
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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
Didactics and History of Mathematics: Knowledge and Self-Knowledge
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
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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
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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


The Works of Archimedes
THIS is a companion volume to Dr. T. L. Heath's valuable edition of the “Treatise on Conic Sections” by Apollonius of Perga, and the same patience, learning and skill which have turned the latter
A Source Book in Mathematics
THIS is a very entertaining volume, a surprisingly successful attempt to do what nearly all good judges would have declared to be impossible. Its aim is “to present the most significant passages from
A Source Book in Mathematics, 1200-1800
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Who Gave You the Epsilon?: Eisenstein's Misunderstood Geometric Proof of the Quadratic Reciprocity Theorem
The quadratic reciprocity theorem has played a central role in the development of number theory, and formed the first deep law governing prime numbers. Its numerous proofs from many distinct points
On numbers and games
  • R. Guy
  • Mathematics
    Proceedings of the IEEE
  • 1978
The motivation for ONAG may have been, and perhaps was-and I would like to think that it was-the attempt to bridge the theory gap between nim-like and chess-like games.
One of the most striking facts about the elements is their unequal distribution and occurrence in nature. Present knowledge of the chemical composition of the universe, obtained from the study of the
Essays on the theory of numbers