Long Term Effects of Exposure to Primary Historical Sources in Undergraduate Studies – The Case of Julius

Abstract

The article addresses the question of which long-term effects an exposure to primary historical sources may have on students, exemplified by the case of Julius, who was exposed to extensive readings of such sources as an undergraduate student. The teaching module, in which the primary sources were a part, is described. The long term effect of the student is analyzed through a combination of two theoretical constructs; Niss’ and Højgaard’s overview and judgment and Barbin’s special effects of using original sources in teaching mathematics. It is concluded that long-term effects are present in the case of Julius, and using the theoretical constructs it is described what these effects are.