The Pedagogy of Primary Historical Sources in Mathematics: Classroom Practice Meets Theoretical Frameworks Janet Heine Barnett • Jerry Lodder • David Pengelley Ó Springer Science+Business Media Dordrecht 2013 Abstract We analyze our method of teaching with primary historical sources within the context of theoretical frameworks for the role of history in teaching mathematics devel- oped by Barbin, Fried, Jahnke, Jankvist, and Kjeldsen and Blomhøj, and more generally from the perspective of Sfard’s theory of learning as communication. We present case studies for two of our guided student modules that are built around sequences of primary sources and are intended for learning core curricular material, one on logical implication, the other on the concept of a group. Additionally, we propose some conclusions about the advantages and challenges of using primary sources in teaching mathematics. 1 Introduction During 25 years of teaching with primary historical sources, we have undergone a largely subconscious coevolution between the details of how we teach with primary sources and why we teach with primary sources. This interplay is now being consciously stimulated by the inﬂuence and continuing development of various theoretical frameworks for the role of history in teaching mathematics. Our goal in this paper is to examine and compare the dynamic interaction between our practical hows and whys and various theoretical analyses, and to propose some conclusions about the advantages and challenges of teaching with primary sources by comparing the results of our practical teaching experiences with some of these theoretical frameworks. We begin in the next section with the story of our own experiences with primary sources in the undergraduate mathematics classroom. This recounting of our journey highlights the J. H. Barnett Department of Mathematics and Physics, Colorado State University—Pueblo, Pueblo, CO 81001, USA e-mail: janet.barnett@colostate-pueblo.edu J. Lodder  D. Pengelley (&) Department of Mathematical Sciences, New Mexico State University, Las Cruces, NM 88003, USA e-mail: davidp@nmsu.edu J. Lodder e-mail: jlodder@nmsu.edu 123 Sci & Educ DOI 10.1007/s11191-013-9618-1