"We read primary source texts in history, but this was the first time in a math class! Grappling with the mathematician's original words gave me better ways to talk about what mathematics is, and what it is for."
– Javohn, first generation undergraduate student in his end-of-course evaluation
Inspired by our experiences with TRansforming Instruction in Undergraduate Mathematics via Primary Historical Sources (https://blogs.ursinus.edu/triumphs), we are seeking a National Science Foundation grant to investigate how instructor use of primary source projects in undergraduate mathematics courses affects both instructors and students. We believe that the goal of mathematics learning is "gaining fluency in communicating with about about mathematical objects with oneself (i.e. thinking mathematically) or others" (Sfard, 2001). We believe that when instructors use primary source projects in their classroom, they can help students like Javohn find their own mathematical voices. Developing fluency in mathematical discourse may help students persist in STEM degrees.
Our project has two aims:
Investigate effects of teaching with primary source projects on students' mathematical discourse. We will conduct fundamental research on undergraduate STEM teaching practices by examining how instructors employ PSPs, as well as the pedagogical actions they use to attend to their students' mathematical discource throughout a course.
Support and enhance the teaching practices of undergraduate mathematics instructors to attend to discursive gaps in their classrooms. We will provide professional development for instructors who wish to notice and address gaps between their own mathematical discourse, and that of their students, using PSPs as a means to bridge those gaps.
Instructor participants will be expected to participate in the following activities:
Attend a multi-day in-person workshop in East Lansing, MI to:
Learn how to teach mathematics using primary source projects.
Better understand the ways in which discursive gaps influence mathematics learning, and how teaching from primary sources can bridge those gaps.
Acquire the tools necessary to capture student's discourse about mathematics.
Be prepared to apply for institutional IRB approval to collect student work and obtain consent forms for participating students.
Each cohort meets online throughout the semester for professional development to discuss implementation and assessment plans for PSPs and reflect on student discourse about mathematics.
Instructors are also required to upload participating students’ work on the PSPs.
Each instructor is supplied an iPad and stand, as well as audio recording devices to record the classes in which they use PSPs. Instructors are required to upload to a cloud-based drive. Financial support may be available to hire an assistant for your classroom.
We are conducting a qualitative study to explore how students interact with the PSPs, noting any developments in their mathematical discourse, and attend to students' affect. To do this, we are collecting:
Student written work on each PSP
Video and audio recordings of class sessions
Student semi-structured interviews
Instructor semi-structured interviews
Pending grant approval, instructors will have all expenses covered with respect to the summer workshop, and instructors who complete all the academic year components will be financially supported (approximately $1500).
For more information, please contact Dr. Abraham Edwards (Michigan State University): aedwards@msu.edu
References:
Sfard, A. (2001). Learning mathematics as developing a discourse. In R. Speiser, C. Maher, & C. Walter (Eds.), Proceedings of the 21st Conference of PME-NA (pp. 23–44). Clearing House for Science, Mathematics, and Environmental Education.