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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.


Original publication:
May, Mike, Rebecca Segal, Victor Piercey, and Tao Chen. "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, 2020, pp. 171-179. doi:10.25891/6xtf-bc16.

This article is distributed under a Creative Commons Attribution 4.0 International License (CC BY 4.0)



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