Abstract
Abstract The TRansforming Instruction in Undergraduate Mathematics via Primary Historical Sources (TRIUMPHS) project is producing primary source projects (PSPs) for use in teaching core topics from the tertiary mathematics curriculum and investigating the resulting teaching and learning experiences. This article examines factors related to attributes of PSPs, TRIUMPHS’ dissemination and implementation support strategies, and characteristics of individual instructors that have influenced the incorporation of PSPs into their ordinary practice via case studies representative of two types of end users: those who have thus far limited their PSP usage to a single course and those for whom PSP usage has permeated their instructional practice. Findings affirm that pedagogical orientations within individuals’ instructional practices were critical to both initial use and eventual adoption of PSPs, while the observed differences in usage patterns between the cases were influenced by the perceived relative advantages offered by the core features of PSPs and individuals’ intrinsic motivation. The impact sheet to this article can be accessed at 10.6084/m9.figshare.21205292.
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