The Tutor's Assistant, Being a Compendium of Arithmetic. ... To which is Added a Short Introduction to Algebra ... Third Edition PDF Download
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Author: G. W. MAHON
Publisher:
ISBN:
Category :
Languages : en
Pages : 180
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Author: G. W. MAHON
Publisher:
ISBN:
Category :
Languages : en
Pages : 180
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Author: M.A. (Ken) Clements
Publisher: Springer
ISBN: 3319025058
Category : Education
Languages : en
Pages : 219
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Book Description
This well-illustrated book, by two established historians of school mathematics, documents Thomas Jefferson’s quest, after 1775, to introduce a form of decimal currency to the fledgling United States of America. The book describes a remarkable study showing how the United States’ decision to adopt a fully decimalized, carefully conceived national currency ultimately had a profound effect on U.S. school mathematics curricula. The book shows, by analyzing a large set of arithmetic textbooks and an even larger set of handwritten cyphering books, that although most eighteenth- and nineteenth-century authors of arithmetic textbooks included sections on vulgar and decimal fractions, most school students who prepared cyphering books did not study either vulgar or decimal fractions. In other words, author-intended school arithmetic curricula were not matched by teacher-implemented school arithmetic curricula. Amazingly, that state of affairs continued even after the U.S. Mint began minting dollars, cents and dimes in the 1790s. In U.S. schools between 1775 and 1810 it was often the case that Federal money was studied but decimal fractions were not. That gradually changed during the first century of the formal existence of the United States of America. By contrast, Chapter 6 reports a comparative analysis of data showing that in Great Britain only a minority of eighteenth- and nineteenth-century school students studied decimal fractions. Clements and Ellerton argue that Jefferson’s success in establishing a system of decimalized Federal money had educationally significant effects on implemented school arithmetic curricula in the United States of America. The lens through which Clements and Ellerton have analyzed their large data sets has been the lag-time theoretical position which they have developed. That theory posits that the time between when an important mathematical “discovery” is made (or a concept is “created”) and when that discovery (or concept) becomes an important part of school mathematics is dependent on mathematical, social, political and economic factors. Thus, lag time varies from region to region, and from nation to nation. Clements and Ellerton are the first to identify the years after 1775 as the dawn of a new day in U.S. school mathematics—traditionally, historians have argued that nothing in U.S. school mathematics was worthy of serious study until the 1820s. This book emphasizes the importance of the acceptance of decimal currency so far as school mathematics is concerned. It also draws attention to the consequences for school mathematics of the conscious decision of the U.S. Congress not to proceed with Thomas Jefferson’s grand scheme for a system of decimalized weights and measures.
Author: Thomas DIX
Publisher:
ISBN:
Category :
Languages : en
Pages : 244
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Book Description
Author: Michael Kinyon
Publisher: Springer Science & Business Media
ISBN: 0387282726
Category : Mathematics
Languages : en
Pages : 366
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Book Description
The Kenneth May Lectures have never before been published in book form Important contributions to the history of mathematics by well-known historians of science Should appeal to a wide audience due to its subject area and accessibility
Author: Francis WALKINGAME
Publisher:
ISBN:
Category :
Languages : en
Pages : 204
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Author: Wakeman, Watkins
Publisher:
ISBN:
Category :
Languages : en
Pages : 466
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Author: Wakeman Watkins
Publisher:
ISBN:
Category :
Languages : en
Pages : 472
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Author: Leslie Stephen
Publisher:
ISBN:
Category : Great Britain
Languages : en
Pages : 476
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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: Leslie Stephen
Publisher:
ISBN:
Category : Great Britain
Languages : en
Pages : 1404
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Book Description
