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Abstract
In our presentation, we discuss the transformative influence of primary historical sources on teaching practices by using Speer, Smith, and Horvath’s (2010) framework on teaching practices. According to Speer et al., there are seven dimensions of teaching practice (a) Allocating time within lessons, (b) Selecting and sequencing content (e.g., examples) within lessons, (c) Motivating specific content, (d) Posing questions, using wait time, and reacting to student responses, (e) Representing mathematical concepts and relationships, (f) Evaluating and preparing for the next lesson, and (g) Designing assessment problems and evaluating student work. Our study shows how using primary historical sources can transform the teaching practices (b) and (c), the italicized ones, in undergraduate mathematics education
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