Good Teachers Borrow, Great Teachers Steal: A Case Study in Borrowing for a Teaching Project

Authors

Mike May, Saint Louis UniversityFollow
Rebecca Segal, Virginia Commonwealth UniversityFollow
Victor Piercey, Ferris State UniversityFollow
Tao Chen, Laguardia Community CollegeFollow

Publication Date

2020

Abstract

Very few great ideas in teaching are without ancestors or descendants. This paper presents a case study in how one particular pedagogical project, the work at Saint Louis University as part of the National Science Foundation supported SUMMIT-P consortium, borrowed from other sources. The particular project was an interdisciplinary collaboration to make mathematics education more effective for business students. The various borrowings are treated in roughly chronological order from initial inspiration through planned adoption and adaptation of the work of others to the addition of features that only became available mid-project. The kinds of sources include a particular business calculus project, a pedagogical movement, other members of the SUMMIT-P consortium, and independent math technology projects including PreTeXt, WeBWorK, and GeoGebra.

Volume

16

Issue

1

DOI

https://doi.org/10.25891/6xtf-bc16

Recommended Citation

May, Mike; Segal, Rebecca; Piercey, Victor; and Chen, Tao (2020) "Good Teachers Borrow, Great Teachers Steal: A Case Study in Borrowing for a Teaching Project," Journal of Mathematics and Science: Collaborative Explorations: Vol. 16: No. 1, Article 15.
Available at: https://scholarscompass.vcu.edu/jmsce_vamsc/vol16/iss1/15