id: 05878184
dt: j
an: 2011b.00025
au: Howson, Geoffrey
ti: Mathematics, society, and curricula in nineteenth-century England.
so: Int. J. Hist. Math. Educ. 5, No. 1, 21-51 (2010).
py: 2010
pu: COMAP (Consortium for Mathematics and Its Applications), Bedford, MA
la: EN
cc: A30 D30 B50
ut: history of mathematics (19th century); history of mathematics education;
mathematical curricula; teacher education; higher education; Cambridge
ci:
li:
ab: Summary: This paper illustrates how, in rapidly developing
nineteenth-century England, the form and content of the mathematics
education provided was influenced by social and political aims. It is
written in the belief that the history of mathematics education must be
more than an account of what, and how, mathematics was taught. It is
also important to consider by whom and to whom it was, and was not,
taught and who exercised control over what was taught. Particular
attention is paid to the University of Cambridge which played so great
a role both in the development of mathematics and also in the education
of those who would teach the subject in the more prestigious schools
and in universities, not only in England but throughout its Empire.
rv: