id: 06474291
dt: a
an: 2015e.00254
au: Crawford, Pam
ti: Investigating how studentsâ€™ linking historical events to developments in
mathematics changed engagement in a history of mathematics course.
so: Dewar, Jacqueline M. (ed.) et al., Doing the scholarship of teaching and
learning in mathematics. Washington, DC: The Mathematical Association
of America (MAA) (ISBN 978-0-88385-193-7/pbk; 978-1-61444-318-6/ebook).
MAA Notes 83, 87-95 (2015).
py: 2015
pu: Washington, DC: The Mathematical Association of America (MAA)
la: EN
cc: D20 D45 A30
ut: scholarship of teaching and learning; universities; educational research;
history of mathematics course; research in undergraduate mathematics
education; teaching methods; guided discovery; didactics of
mathematics; educational diagnosis; analysis of learning outcomes;
evaluation; teaching-learning processes; academic approach;
professional development; peer review; experimental teaching
ci:
li:
ab: Summary: The author of this chapter holds a doctorate in mathematics with a
concentration in teaching collegiate mathematics. The dissertation she
wrote gave her experience in conducting research in undergraduate
mathematics education (RUME). More recently, she participated in her
universityâ€™s SoTL scholars program, undertaking any investigation
prompted by frustrations encountered repeatedly when teaching a history
of mathematics course. The mathematics majors in the course were
reluctant to engage in historical thinking. She tried an intervention
and describes how her study of its effect is an example of SoTL (and
not RUME) work, thereby illuminating some of the distinctions between
the two.
rv: