The contribution of history of mathematics on students' mathematical thinking competency
Résumé
This paper presents a small subset of results from a pilot study conducted at a small private university in 2012. The study sought to identify changes in students' mathematical thinking competency. In this paper, I present summaries of pre-instruction and post-instruction think-aloud interviews for one of 18 items on the think-aloud instrument, for two of the participants. I propose that history and philosophy of mathematics courses do have the potential to impact students' mathematical thinking competency and further studies such as the one presented here must be undertaken to expand what we know and how we can use the knowledge to enhance the teaching and learning of mathematics.
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