A New System of Mercantile Arithmetic 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 A New System of Mercantile Arithmetic PDF full book. Access full book title A New System of Mercantile Arithmetic by Michael Walsh. Download full books in PDF and EPUB format.
Author: Michael Walsh
Publisher:
ISBN:
Category : Arithmetic
Languages : en
Pages : 292
Get Book Here
Book Description
Author: Michael Walsh
Publisher:
ISBN:
Category : Arithmetic
Languages : en
Pages : 292
Get Book Here
Book Description
Author: Michael Walsh
Publisher:
ISBN:
Category : Accounting
Languages : en
Pages : 288
Get Book Here
Book Description
Author: Nerida Ellerton
Publisher: Springer Science & Business Media
ISBN: 9400726392
Category : Education
Languages : en
Pages : 230
Get Book Here
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: Nerida Ellerton
Publisher: Springer Nature
ISBN: 3030857247
Category : Mathematics
Languages : en
Pages : 462
Get Book Here
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: Michael Walsh
Publisher:
ISBN:
Category : Arithmetic
Languages : en
Pages : 356
Get Book Here
Book Description
Author: United States. Bureau of Education
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 990
Get Book Here
Book Description
Author:
Publisher:
ISBN:
Category : American literature
Languages : en
Pages : 436
Get Book Here
Book Description
Author: Michael Walsh
Publisher:
ISBN:
Category : Arithmetic
Languages : en
Pages : 319
Get Book Here
Book Description
Author: William Russell
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 586
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.
