Rewriting the History of School Mathematics in North America 1607-1861

The Central Role of Cyphering Books
2012
ISBN: 978-94-007-2638-3
Verlag: Springer Netherlands

Buch, Englisch, 226 Seiten, Format (B × H): 160 mm x 241 mm, Gewicht: 535 g

The focus of this book is the fundamental influence of the cyphering tradition on mathematics education in North American colleges, schools, and apprenticeship training classes between 1607 and 1861. It is the first book on the history of North American mathematics education to be written from that perspective. The principal data source is a set of 207 handwritten cyphering books that have never previously been subjected to careful historical analysis.

Zielgruppe

Research

Autoren/Hrsg.

Clements, M. A. (Ken)

Ellerton, Nerida

Fachgebiete

• Sozialwissenschaften Pädagogik Pädagogik Geschichte der Pädagogik, Richtungen in der Pädagogik
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Allgemeine Didaktik Naturwissenschaften, Mathematik (Unterricht & Didaktik)

Inhaltsverzeichnis

Preface.- Table of Contents.- List of Tables.- List of Figures.- Abstract.- Foreword (by Jeremy Kilpatrick).- 1. The Historical Challenge.- 2. Development of a Tradition.- 3. Translating the Cyphering-Book Tradition to North America.- 4. Formulating the Research Questions.- 5. The Principal Data Set.- 6. Ending a 600-Year Tradition: The Demise of the Cypering-Book Approach.- 7. Conclusions, and some Final Comments.- References.- Appendices.

Über Autor(innen)

Nerida Ellerton has been a Professor in the Mathematics Department at Illinois State University since 2002. Between 1997 and 2002 she was Professor and Dean of Education at the University of Southern Queensland and, between 1993 and 1997, Professor of Education at Edith Cowan University (1993–1997). Before that, she was Associate Professor at Deakin University, where, in 1991 and 1992, she was Director of the National Centre for Research and Development in Mathematics Education. Nerida holds two PhDs—the first is in Physical Chemistry (from the University of Adelaide), and the second in Mathematics Education (from Victoria University, Wellington). Nerida has written or edited 14 books. She has taught in schools, has served as an international consultant, and has had over 100 refereed scholarly papers published in the fields of mathematics education and chemistry. Between 1993 and 1997 she was editor of the Mathematics Education Research Journal and she is currently Associate Editor for Journal for Research in Mathematics Education.

M. A. (“Ken”) Clements is a Professor in the Mathematics Department at Illinois State University. After teaching in schools, Ken completed his PhD at the University of Melbourne. He then taught in three Australian universities (Monash, Deakin, and Newcastle), and at Universiti Brunei Darussalam (1997-2004). In 1980 he was a visiting fellow at Cambridge University, and he has served as a consultant in India, Malaysia, PNG, South Africa, Thailand, the United Kingdom, and Vietnam. Ken has co-edited two international handbooks on mathematics education (1996 and 2003) and is editor for Springer’s third international handbook. He has written or edited 24 books and more than 200 articles. With Nerida Ellerton, he co-authored a UNESCO book on mathematics education research. Ken is honorary life member of both the Mathematical Association of Victoria and the Mathematics Education Research Group of Australasia.