Introduction
This article provides a summary of the MSOR funded mini project Mathematical Motivators.
Mathematics is usually, and of course correctly, presented ‘ready-made’ to students, with techniques and applications presented systematically and in a logical order. However, like any other academic subject, mathematics has a history which is rich in astonishing breakthroughs, false starts, misattributions, confusions and dead-ends. This history gives a narrative and human context which adds colour and context to the discipline.
The authors have noted in their own teaching that motivating students to the study of a new topic in mathematics can often be helped by setting the subject in a historical context. Indeed, it has been shown by Hagerty et al [1] that ‘the inclusion of historical modules caused positive changes in mathematical communication, student achievement and attitudes’. This echoes the views of many other academics and educators [2].
Introduction This article provides a summary of the MSOR funded mini project Mathematical Motivators. Mathematics is usually, and of course correctly, presented ‘ready-made’ to students, with techniques and applications presented systematically and in a logical order. However, like any other academic subject, mathematics has a history which is rich in astonishing breakthroughs, false starts, misattributions, confusions and dead-ends. This history gives a narrative and human context which adds colour and context to the discipline. The authors have noted in their own teaching that motivating students to the study of a new topic in mathematics can often be helped by setting the subject in a historical context. Indeed, it has been shown by Hagerty et al [1] that ‘the inclusion of historical modules caused positive changes in mathematical communication, student achievement and attitudes’. This echoes the views of many other academics and educators [2].
