Isoperimetric figures in the elementary school classroom: Teaching with primary historical sources

Abstract

In this research, we used one historical note and two primary sources, from Pappus' Collection and from Polybius' Histories, in the context of an international intervention focused on isoperimetric figures and area-perimeter relationships. The participants were 22 students from a sixth grade class. The material presented here is based on classroom observations, worksheets and interviews with the students. During the intervention, the students solved problems, which were based on the sources. Twenty-one of the 22 students considered the problem which was based on Pappus’ text to be more interesting compared to the usual mathematical problems. Additionally, based on students’ ratings of the texts, Pappus’ text was the one that they liked most. Students’ difficulties and the different ways through which the sources affected the development of students’ Geometrical Work Spaces are also examined.