In this paper, we present a research project we conducted with 27 undergraduate students in a history of mathematics course in Greece during the academic year 2022-2023. In our study, we presented participants with an open-ended problem with historical background and evaluated their reactions and solving strategies. To reach findings we collected data via worksheets, questionnaires and interviews. We intended to focus on students’ techniques for open-ended issues while also investigating whether and how History of Mathematics may be included into its instruction. The results showed that such type of problems is able to catch the participants’ attention and support them in experimentation and development of multiple problem solving strategies. The students acquired a positive attitude towards the entire process, and they would like to repeat it in other university courses, too. This study might pave the way for a new curriculum that includes historically inspired open-ended assignments in school and university practice.
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