دانلود کتاب Advances In The History Of Mathematics Education (International Studies in the History of Mathematics and its Teaching)

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Five years after (In Place of an Introduction)
Contents
About the Authors
Contributors
Pafnuty Chebyshev and the Mathematics Education of His Time
1 Introduction
2 The Scientific Committee of the Russian Ministry of Education
3 Pafnuty Chebyshev and His Life
4 On the System of Russian Education in the Nineteenth Century
5 On Chebyshev’s Work in the Scientific Committee
6 On Chebyshev’s Reviews of Mathematics Textbooks
6.1 Some General Considerations
6.2 On Adhering to Curricula
6.3 Mistakes and Inaccuracies Identified by Chebyshev
6.4 On the Rigor of Proofs in Textbooks
6.5 Digression: An Example of a “Pre-Chebyshev” Textbook
6.6 About Some of Chebyshev’s Methodological Positions
7 Conclusion
References
Frédérique Papy-Lenger, the Mother of Modern Mathematics in Belgium
1 Introduction
2 Lenger and the Study of Student Knowledge
3 Toward Modern Mathematics at the Secondary Level
4 Lenger’s Modernization Efforts at the Primary Level
4.1 The Experiment Frédérique
4.2 Lenger and the Comprehensive School Mathematics Program
5 Lenger and the Action of the GIRP
6 Lenger’s Work with Disabled Children
7 Concluding Remarks
References
The Discarding and Endurance of the Rule of Three: Changes and Stability in Arithmetic Teaching in France and Brazil
1 Introduction
2 The Rule of Three as a Preparation for Practical Life and the Exams
3 Mathematical Thinking from Pre-school to University
4 The Delay of the Study of Proportions in Brazil
5 Rehabilitation
6 Final Considerations
References
In a Search for Innovative Approaches to Teaching Primary Arithmetic: David Eugene Smith (1860–1944) and His Early Works on Mathematics Education
1 Introduction
2 D.E. Smith’s Educational Background and His Work in the Field of Mathematics Education
3 First Steps: Smith’s Polemics with Ellwood
4 Four Papers on Method in Arithmetic
4.1 Smith’s Analysis of the Methods of Teaching Arithmetic Featured in European Publications of the 19th Century
4.2 Teaching Arithmetic Prior to the 19th Century: Smith’s Reading of Unger
4.3 Pestalozzi’s Method (Anschauung)
4.4 Ernst Tillich: “Rechnened Denken and Denkend Rechnen” (Thinking by Computing; Computing by Thinking)
4.5 Diesterweg: Two Methods, One Arithmetic
4.6 Smith on A.W.Grube’s Method
4.7 Praising Ideas of German Educators at the End of the 19th Century: Das Zählprincip, Knilling’s and Tanck’s Counting Approach
5 Discussion and Conclusions
References
Entrance Exams to Higher Educational Institutions in Russia Before the Revolution: Problems, Procedures, People
1 Introduction
2 About Entrance Exams before 1875
3 About Entrance Exams During the Years 1875–1917
3.1 General Observations about Admissions to Higher Educational Institutions
3.2 One Case Study of Entrance Exams
3.3 General Observations about Entrance Exams
3.4 On the Distinctive Characteristics of Entrance Exams and on Preparing for Them
3.5 Petr Shmulevich, the Biography of a Teacher
3.6 Critical Remarks About Competitive Exams
3.7 On Petr Shmulevich’s Problem Books
3.7.1 Problem Book in Trigonometry (Shmulevich 1897)
3.7.2 Problem Book in Algebra and Arithmetic (Shmulevich 1900)
3.7.3 Problem Book in Geometry (Shmulevich 1903)
3.7.4 Some Conclusions About Shmulevich’s Problem Books
3.8 On Certain Other Problem Books for Applicants to Higher Educational Institutions
3.8.1 On Almoev’s Problem Books (Almoev 1915a, b)
3.8.2 On Lyandau’s Problem Book (Lyandau 1904)
3.8.3 On Andreev’s Problem Book (Andreev 1909)
3.8.4 On the Problem Book by the Driubins and Ryss (Driubin et al. 1904)
3.9 Several Remarks About Women’s and Military Higher Educational Institutions
4 Discussion and Conclusion
References
Gnomonics in Secondary School Education in the Territories of Poland in the 17th–20th Centuries
1 Introduction
2 Types of Sundials Discussed in the Polish Secondary Schools
2.1 Equatorial Sundial
2.2 Horizontal Sundial
2.3 Other Types of Flat Sundials
2.4 Practical Skills Needed to Construct Sundials
3 Gnomonics in Polish Secondary School Education until 1794
3.1 Types of Schools
3.2 Intended Curricula in Gnomonics
4 Intended Curricula in Gnomonics in the Years 1795–1918
5 Gnomonics in Polish Schools after 1919
6 Conclusions
References
The Transition to Modern Mathematics in Spanish Primary Education: The 1965 Syllabus
1 Introduction
2 Some Background
3 Theoretical and Methodological Issues
4 The Layer of Curriculum
4.1 Overview of the 1953 Syllabus
4.2 Overview of the 1965 Syllabus
4.3 Comparing Both Documents
4.3.1 The Introductory Section
4.3.2 Topics
5 The Layer of Classroom Concept
5.1 Comparison of the Grade 2 Textbooks
5.2 Set Theory in the Textbooks Published After 1965
6 Discussion and Conclusions
References
Toward a History of Mathematics Education for Young Women: 1890–1920
1 Introduction
2 Progressive Era
2.1 Key Educational Ideas
3 Discussions on the Role of Mathematics in Schools
4 Implications on Mathematics Education for Girls
4.1 Objectives
4.2 Enrollment
5 Commercial Education and Its Influence on Female Mathematics Education
6 Conclusion
Appendix A: High Schools of New York City
References
Building an American Mathematical Community from the Ground Up: Artemas Martin and the Mathematical Visitor
1 Introduction
2 How the Topic Fits Into Existing Research
3 Methodology
4 Findings
4.1 The Founding of the Mathematical Visitor
4.2 The Mathematical Visitor Community, An Overview
4.3 Participation of the Country’s Leading Mathematical Figures
4.4 The Journal’s Reach to Young People
4.5 Teachers and the Mathematical Visitor
4.6 The Reach of the Mathematical Visitor Beyond Its Intended Audience
5 Discussion
References
Author Index
Subject Index