id: 05964738
dt: b
an: 2014f.00033
au: Ellerton, Nerida; Clements, M.A.
ti: Rewriting the history of school mathematics in North America 1607‒1861.
The central role of cyphering books. Foreword by Jeremy Kilpatrick.
so: Berlin: Springer (ISBN 978-94-007-2638-3/hbk; 978-94-007-2639-0/ebook).
xvii, 223~p. (2012).
py: 2012
pu: Berlin: Springer
la: EN
cc: A30 D30 U20
ut: cyphering books; history; school mathematics; North America
ci:
li: doi:10.1007/978-94-007-2639-0
ab: In this book, Ellerton and Clements argue that, almost 200 years ago, the
teaching in the new settlement of North America took place via a
cyphering approach as in Western Europe. This approach was based on a
tradition that had endured since the thirteenth century, and depended
heavily on students who carefully wrote their mathematics in cyphering
books. After 1840, schools were adopting more teacher-centered
pedagogies for mathematics instruction, and by the beginning of the
Civil War, in 1861, this mathematics instruction type was complete.
This book provides interesting historical aspects from early North
America school mathematics in which the intended curriculum, as seen in
ciphering books, takes the central role on the stage, as evidenced in
the textbook of this age, and provides contextual background for the
main argument.
rv: Mauro Garcia Pupo (Bogota)