Abstract

Many are now teaching mathematics directly with primary historical sources, in a variety of courses and levels. How far should this be taken? Should we adapt or redesign standard courses to a completely historical approach, chie‡y from primary sources? If so, what are the obstacles to achieving this? Materials? Instructor attitudes? What should and can we do about such things?

Full Text
Published version (Free)

Talk to us

Join us for a 30 min session where you can share your feedback and ask us any queries you have

Schedule a call