id: 06658370
dt: b
an:
au: Ellerton, Nerida F.; Clements, McKenzie A. Ken
ti: Samuel Pepys, Isaac Newton, James Hodgson, and the beginnings of secondary
school mathematics. A history of the Royal Mathematical School within
Christ’s Hospital, London 1673‒1868 (to appear).
so: History of Mathematics Education. Cham: Springer (ISBN
978-3-319-46656-9/hbk; 978-3-319-46657-6/ebook). xiv, 300~p. (2017).
py: 2017
pu: Cham: Springer
la: EN
cc: A30
ut:
ci:
li: doi:10.1007/978-3-319-46657-6
ab: Publisher’s description: This book tells one of the greatest stories in
the history of school mathematics. Two of the names in the title ‒
Samuel Pepys and Isaac Newton ‒ need no introduction, and this book
draws attention to their special contributions to the history of school
mathematics. According to Ellerton and Clements, during the last
quarter of the seventeenth century Pepys and Newton were key players in
defining what school mathematics beyond arithmetic and elementary
geometry might look like. The scene at which most of the action
occurred was Christ’s Hospital, which was a school, ostensibly for
the poor, in central London. The Royal Mathematical School (RMS) was
established at Christ’s Hospital in 1673. It was the less
well-known James Hodgson, a fine mathematician and RMS master between
1709 and 1755, who demonstrated that topics such as logarithms, plane
and spherical trigonometry, and the application of these to navigation,
might systematically and successfully be taught to 12- to 16-year-old
school children. From a wider history-of-school-education perspective,
this book tells how the world’s first secondary-school mathematics
program was created and how, slowly but surely, what was being achieved
at RMS began to influence school mathematics in other parts of Great
Britain, Europe, and America. The book has been written from the
perspective of the history of school mathematics. Ellerton and
Clements’s analyses of pertinent literature and of archival data, and
their interpretations of those analyses, have led them to conclude that
RMS was the first major school in the world to teach
mathematics-beyond-arithmetic, on a systematic basis, to students aged
between 12 and 16. Throughout the book, Ellerton and Clements examine
issues through the lens of a lag-time theoretical perspective. From a
historiographical perspective, this book emphasizes how the history of
RMS can be portrayed in very different ways, depending on the vantage
point from which the history is written. The authors write from the
vantage point of international developments in school mathematics
education and, therefore, their history of RMS differs from all other
histories of RMS, most of which were written from the perspective of
the history of Christ’s Hospital.
rv: