*by Janet Barnett, Colorado State University – Pueblo; Dominic Klyve, Central Washington University; Jerry Lodder, New Mexico State University; Daniel Otero, Xavier University; Nicolas Scoville, Ursinus College; and Diana White, Contributing Editor, University of Colorado Denver*

Mathematics faculty and educational researchers are increasingly recognizing the value of the history of mathematics as a support to student learning. The expanding body of literature in this area includes recent special issues of *Science & Education* and *Problems, Resources and Issues in Undergraduate Mathematics Education* (*PRIMUS*), both of which include direct calls for the use of primary historical sources in teaching mathematics. Sessions on the use of primary historical sources in mathematics teaching at venues such as the Joint Mathematics Meetings regularly draw large audiences, and the History of Mathematics Special Interest Group of the Mathematical Association of America (HOMSIGMAA) is one of the largest of the Association’s twelve special interest groups. In this blog post, which is adapted from a recent grant proposal, we explore the rationale for implementing original sources into the teaching and learning of undergraduate mathematics, and then describe in detail one method by which faculty may do so, namely through the use of Primary Source Projects (PSPs).