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Author:
Publisher:
ISBN:
Category : Arithmetic
Languages : en
Pages : 196
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Book Description
Author:
Publisher:
ISBN:
Category : Arithmetic
Languages : en
Pages : 196
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Book Description
Author: Stephen Pike
Publisher:
ISBN:
Category : Arithmetic
Languages : en
Pages : 196
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Book Description
Author: James Morrison (Accountant)
Publisher:
ISBN:
Category : Accounting
Languages : en
Pages : 282
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Book Description
Author: Nerida Ellerton
Publisher: Springer Nature
ISBN: 3030857247
Category : Mathematics
Languages : en
Pages : 462
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Book Description
This book presents a history of mathematic between 1607 and 1865 in that part of mainland North America which is north of Mexico but excludes the present-day Canada and Alaska. Unlike most other histories of mathematics now available, the emphasis is on the gradual emergence of "mathematics for all" programs and associated changes in thinking which drove this emergence. The book takes account of changing ideas about intended, implemented and attained mathematics curricula for learners of all ages. It also pays attention to the mathematics itself, and to how it was taught and learned.
Author: Patricia Cline Cohen
Publisher: Routledge
ISBN: 1134958951
Category : History
Languages : en
Pages : 290
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Book Description
Now back in print, A Calculating People reveals how numeracy profoundly shaped the character of society in the early republic and provides a wholly original perspective on the development of modern America.
Author:
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ISBN:
Category : Union catalogs
Languages : en
Pages : 712
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Book Description
Author: Nerida F. Ellerton
Publisher: Springer Science & Business Media
ISBN: 9400726384
Category : Education
Languages : en
Pages : 230
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Book Description
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.
Author: United States. Department of Education. Educational Research Library
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 314
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Book Description
Author:
Publisher:
ISBN:
Category : Catalogs
Languages : en
Pages : 952
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Book Description
Author: Kathleen M. Clark
Publisher: Springer
ISBN: 3319739247
Category : Education
Languages : en
Pages : 389
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Book Description
This book includes 18 peer-reviewed papers from nine countries, originally presented in a shorter form at TSG 25 The Role of History of Mathematics in Mathematics Education, as part of ICME-13 during. It also features an introductory chapter, by its co-editors, on the structure and main points of the book with an outline of recent developments in exploring the role of history and epistemology in mathematics education. It serves as a valuable contribution in this domain, by making reports on recent developments in this field available to the international educational community, with a special focus on relevant research results since 2000. The 18 chapters of the book are divided into five interrelated parts that underlie the central issues of research in this domain: 1. Theoretical and conceptual frameworks for integrating history and epistemology in mathematics in mathematics education; 2. Courses and didactical material: Design, implementation and evaluation; 3. Empirical investigations on implementing history and epistemology in mathematics education; 4. Original historical sources in teaching and learning of and about mathematics; 5. History and epistemology of mathematics: Interdisciplinary teaching and sociocultural aspects. This book covers all levels of education, from primary school to tertiary education, with a particular focus on teacher education. Additionally, each chapter refers to and/or is based on empirical research, in order to support, illuminate, clarify and evaluate key issues, main questions, and conjectured theses raised by the authors or in the literature on the basis of historical-epistemological or didactical-cognitive arguments.
