The miniproject holders noted in their own teaching that motivating students to the study of a new topic in mathematics can often be aided by setting the subject in a historical context. Indeed, it had been shown by Hagerty et al [1] that ‘the inclusion of historical modules caused positive changes in mathematical communication, student achievement and attitudes’. This was echoed by the views of many other academics and educators [2]. Setting historical context can motivate and enthuse learning, but it also enriches the curriculum, shows connections between different branches of the subject, and helps to produce students with a greater sense of the breadth and, what might be termed, the creative life of mathematics as a discipline.
The overall aim of this project was the creation of a set of standalone one- or two-page documents on a range of topics from the history of mathematics, to supplement and help motivate the teaching of mathematical topics covered in the undergraduate curriculum. These documents were to be supplemented and enhanced by additional material in podcast form to support different learning styles.
Mathematics is usually, and of course correctly, presented ‘ready-made’ to students, with techniques and applications presented systematically and in logical order. However, like any other academic subject, mathematics has a history 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 project website hosts the reusable learning objects (RLOs) that resulted from this miniproject: 20 two-page, ‘bite-sized’ PDFs, and 20 corresponding 6-8 minute readings on mp3 file. Topics covered are Archimedes, From Beans to Bytes: A History of Calculating Machines, Complex Numbers, Einstein and Relativity, Leonhard Euler, Fibonacci, Jean Baptiste Joseph Fourier, Évariste Galois, Gödel’s Incompleteness Theorems, Islamic Mathematics, Pierre Simon de Laplace, The Logistic Map, Colin Maclaurin & Brook Taylor, Nevil Maskelyne and Leslie Comrie – Pioneers of Automated Mathematics, Mathematical Notation, Isaac Newton, Florence Nightingale, Non-Euclidean Geometry, П, The Schrödinger Equation.
Each RLO is brief, self-contained and independent of the other objects, providing an efficient way for teachers to embed the materials into their lecture courses and supporting teaching websites. This project assessed the effectiveness of such stand-alone material as a tool for university mathematics teachers, and a motivator for student learning.
[1] Hagerty, G.W., Smith, S. and Goodwin, D. (2007) ‘The Unique Effects of Including History in College Algebra’, Convergence: Where Mathematics, History and Teaching Interact, USA: MAA.
[2] Katz, V. (Ed) (2000) ‘Using History to teach mathematics – An international Perspective’, USA: MAA.