A Student-Led Feedback Protocol on Writing Assignments in a History of Mathematics Course

摘要

History of math courses are commonly offered in mathematics departments. Such courses naturally lend themselves to writing assignments, and a growing body of research supports writing as a means to learn mathematics. This article details two such assignments, providing an overview of the course in which they are situated, and a student-led feedback and editing cycle is described. Feedback from student surveys and instructor observations indicates that these assignments were well-received and enhanced student learning. These assignments and feedback protocol lend themselves well to other mathematics courses with a substantial writing assignment.