id: 06606533
dt: a
an: 2016d.00042
au: Ellerton, Nerida F.; Clements, M.A. (Ken)
ti: Decimal fractions in school mathematics in Great Britain and North America,
1667-1887.
so: Bjarnadóttir, Kristín (ed.) et al., “Dig where you stand" 3.
Proceedings of the third international conference on the history of
mathematics education, Uppsala University, Sweden, September 25‒28,
2013. Uppsala: Uppsala University, Department of Education (ISBN
978-91-506-2444-1). 169-186 (2015).
py: 2015
pu: Uppsala: Uppsala University, Department of Education
la: EN
cc: A30 F40 U20
ut: decimal fractions; school arithmetic; curriculum; textbooks; cyphering
books
ci:
li:
ab: Summary: This chapter examines the extent to which decimal fractions were
part of school arithmetic curricula in Great Britain and in North
America during the period 1667‒1887. We assume that whereas the
curriculum intended by a textbook author can be identified by studying
what that author wrote, a teacher’s implemented curriculum is more
likely to be identified by studying what students wrote in cyphering
books. Analyses of a large number of textbooks and cyphering books
revealed that although most textbooks included sections on decimal
fractions, before 1792 relatively few students in British or North
American schools actually studied decimal fractions. In the nineteenth
century, however, higher proportions of North American students than
British students studied decimal fractions. The change in the relative
emphasis on decimal fractions is explained in terms of the theoretical
lens of “lag time".
rv: