id: 06460753
dt: j
an: 2015d.00032
au: Radtka, Catherine
ti: Negotiating the boundaries between mathematics and physics. The case of
late 1950s French textbooks for middle schools.
so: Sci. Educ. (Dordrecht) 24, No. 5-6, 725-748 (2015).
py: 2015
pu: Springer Netherlands, Dordrecht
la: EN
cc: A30 U23 M53
ut: mathematics and physics; textbook analysis; history of mathematics
education; history of physics education
ci:
li: doi:10.1007/s11191-015-9760-z
ab: Summary: This paper examines physics and mathematics textbooks published in
France at the end of the 1950s and at the beginning of the 1960s for
children aged 11‒15 years old. It argues that at this “middle
school" level, textbooks contributed to shape cultural representations
of both disciplines and their mutual boundaries through their contents
and their material aspect. Further, this paper argues that far from
presenting clearly delimited subjects, late 1950s textbooks offered
possible connections between mathematics and physics. It highlights
that such connections depended upon the type of schools the textbooks
aimed at, at a time when educational organization still differentiated
pupils of this age. It thus stresses how the audience and its projected
aptitudes and needs, as well as the cultural teaching traditions of the
teachers in charge, were inseparable from the diverse conceptions of
mathematics and physics and their relationships promoted through
textbooks of the time.
rv: