The Pedagogy of Primary Historical Sources in Mathematics: Classroom Practice Meets Theoretical Frameworks

How about Fidelity?

“…This is done through a construct of primary source projects (PSPs), which typically present students with introductory texts to a given primary source, or collection of sources, or excerpts from the sources or the entire source, yet with the presentation often interrupted by explanatory comments, tasks, etc. This is to say, a form of 'guided reading' (Barnett et al, 2014). The PSPs can be developed by any number of stakeholders, yet typically by members of the TRIUMPHS project, but also interested university or college instructors with some experience of using PSPs may potentially develop their own PSPs along the way or alter existing ones to fit their own practice.…”

Analysing the use of history of mathematics through MKT†

“…As an example, Jankvist and Kjeldsen [15] discussed the development of students' mathematical competencies [16] as a consequence of having read and studied original source material from the history of mathematics. Other examples encompass the use of original sources in undergraduate mathematics education, e.g., those of Barnett et al [17], who have devised extensive teaching modules and entire courses based on readings of original sources. In such uses of history, focus lies in the specificities of the mathematical definitions, proofs, concepts, etc.…”

Identification of Mathematics Learning Media Needs for Junior High School Students with Hearing Impairment

“…In the quest for knowledge and technology, both the applied and the theoretical facets of mathematics play a significant role (Amiripour et al, 2012;Crowley, 1987). In order to better grasp abstract mathematical concepts, students need a tool that allows them to transform them into concrete examples (Barnett et al, 2014;Hasanah et al, 2017). To ensure that deaf pupils fully grasp the topic, additional supports must be made available to them (Frostad, 1999).…”