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Abstract
This article presents two approaches to using original sources in a capstone writing project for a History of Mathematics course. One approach involves searching local libraries and is best suited to schools in metropolitan areas. A second approach involves online resources available anywhere. Both projects were used in a course intended for mathematics majors with an education concentration. The specific details of both projects will be discussed, including the motivation and setting, grading scheme, and revision process.
ACKNOWLEDGEMENT
I would like to thank Jim Loats and the math education group at MSU Denver for help with the design and implementation of the writing projects in my courses. I would also like to thank Dave Ruch and Bill Emerson for listening to my ideas and offering constructive advice. Lastly, I would like to thank the Mathematics Department at Franklin and Marshall College for allowing me to teach a History of Mathematics course to their freshmen.
Additional information
Notes on contributors
John Carter
John Carter is an Assistant Professor of Mathematics Education at MSU Denver. He received his Ph.D. in Mathematics from the University of Oregon in 2006. His background is in algebraic topology but since he arrived at MSU he has expanded his research to include mathematics education.