A Student-Led Feedback Protocol on Writing Assignments in a History of Mathematics Course

Abstract

History of math courses are commonly offered in mathematics departments. Such courses naturally lend themselves to writing assignments, and a growing body of research supports writing as a means to learn mathematics. This article details two such assignments, providing an overview of the course in which they are situated, and a student-led feedback and editing cycle is described. Feedback from student surveys and instructor observations indicates that these assignments were well-received and enhanced student learning. These assignments and feedback protocol lend themselves well to other mathematics courses with a substantial writing assignment.

Keywords:

• History of mathematics
• writing in mathematics
• feedback protocol

Additional information

Notes on contributors

Diana White

Diana White, Ph.D., is an Assistant Professor of Mathematics and Mathematics Education at the University of Colorado Denver. A commutative algebraist by training, she now self-identifies as a mathematician in mathematics education, specializing in teacher preparation and teacher professional development. She directs multiple outreach and scholarship programs for teachers. Over the past five years, she has developed a strong interest in the history of mathematics and its role in mathematics education. Outside the classroom, she is an avid volleyball fan and player, and loves to hike.