We present a first-hand, longer-term account of one student's (Christine's) experiences in and after a mathematics inquiry course. In this course, students actively posed problems, conducted their own mathematical explorations, and wrote journal entries about their experiences. During the course, Christine found that inquiry helped her develop…

In this article, the authors describe how prospective secondary mathematics teachers designed their own adaptations of popular board and computer games to learn the history of mathematics. They begin the article by describing some of the games students designed and used, and follow this with a discussion of factors for successful use of games in…

The authors describe ways in which a history of mathematics course can help prospective teachers of mathematics develop knowledge they will need for teaching. The types of knowledge include content knowledge of mathematics, knowledge of mathematics for teaching, and pedagogical knowledge.

First-year university students design and play their own games, including board, computer, and other kinds of games, to learn mathematical concepts and practice procedures for their pre-calculus and calculus courses. (Contains 2 tables and 8 figures.)

The idea of cutting out a curve while looking at the direction of cut of the scissors is used to explore concepts related to curves, tangents and derivatives, especially tangent line, concavity and points of inflection, curvature, and a curve as envelope of tangent lines. (Contains 6 figures.)