The Tutor's Assistant ... A New Edition, with the Addition of Book-keeping by Single Entry. Carefully Revised and Every Question Wrought Anew, by William Taylor PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download The Tutor's Assistant ... A New Edition, with the Addition of Book-keeping by Single Entry. Carefully Revised and Every Question Wrought Anew, by William Taylor PDF full book. Access full book title The Tutor's Assistant ... A New Edition, with the Addition of Book-keeping by Single Entry. Carefully Revised and Every Question Wrought Anew, by William Taylor by Francis WALKINGAME. Download full books in PDF and EPUB format.
Author: Francis WALKINGAME
Publisher:
ISBN:
Category :
Languages : en
Pages : 224
Get Book Here
Book Description
Author: Francis WALKINGAME
Publisher:
ISBN:
Category :
Languages : en
Pages : 224
Get Book Here
Book Description
Author: Francis WALKINGAME
Publisher:
ISBN:
Category :
Languages : en
Pages : 212
Get Book Here
Book Description
Author: Francis WALKINGAME
Publisher:
ISBN:
Category :
Languages : en
Pages : 228
Get Book Here
Book Description
Author: Francis WALKINGAME
Publisher:
ISBN:
Category :
Languages : en
Pages : 214
Get Book Here
Book Description
Author: Francis WALKINGAME
Publisher:
ISBN:
Category :
Languages : en
Pages : 218
Get Book Here
Book Description
Author: Charles Hutton
Publisher:
ISBN:
Category :
Languages : en
Pages : 276
Get Book Here
Book Description
Author: Francis WALKINGAME
Publisher:
ISBN:
Category :
Languages : en
Pages : 212
Get Book Here
Book Description
Author: M.A. (Ken) Clements
Publisher: Springer
ISBN: 3319025058
Category : Education
Languages : en
Pages : 219
Get Book Here
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:
Publisher:
ISBN:
Category : Bibliography
Languages : en
Pages : 486
Get Book Here
Book Description
Author: John William Colenso
Publisher:
ISBN:
Category : Algebra
Languages : en
Pages : 236
Get Book Here
Book Description
