TRansforming Instruction in Undergraduate Mathematics via Primary Historical Sources (TRIUMPHS)
The TRIUMPHS project creates materials for use in the undergraduate mathematics classroom which teaches content based around original mathematical sources such as the writings of Poincaré, Euclid, Lobachevsky, Hausdorff, and many others. These materials are freely available and downloadable for use in the clasroom. The goal of the project is to write, develop, disseminate, and test these curricular materials.
The current grant builds off of the work of two previous grants. Primary Source Projects from the parent grant can be found here
while PSPs from the grandparent grant can be found here.
TRIUMPHS Site TestingWe are always delighted to have instructors use a TRIUMPHS Primary Source Projects (PSPs) in their courses! Information on all available PSPs - and the PSPs themselves - may be found under the tab entitled "Our student projects." Please let us know if you decide to use one (or more!) of these PSPs yourself, by contacting any member of the PI Team or the PSP author directly. Details about the site tester process and expectations for both student and instructor data collection are located under the tab titled "Site tester information." Applications to serve as an official site tester in Spring 2019 will be available in late September. For more information, please contact Janet Barnett.
TRIUMPHS Workshops and Mini-coursesOur next training workshop will take place at the University of Colorado Denver on September 13-15, 2018. For more information, see the TRIUMPHS workshop flyer. We currently have more applicants than available workshop spots, but are keeping a waitlist. If you missed the application deadline, but are interested in possibly being added to that waitlist, please contact Dominic Klyve. Early career faculty, graduate students and faculty in the general geographic area of Denver will be given special waitlist consideration.
This material is based upon work supported in part by the National Science Foundation under Grants No. 1523494, 1523561, 1523747, 1523753, 1523898, 1524065, and 1524098. Disclaimer: Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.