This is the first comprehensive International Handbook on the History of Mathematics Education, covering a wide spectrum of epochs and civilizations, countries and cultures. Until now, much of the research into the rich and varied history of mathematics education has remained inaccessible to the vast majority of scholars, not least because it has been written in the language, and for readers, of an individual country. And yet a historical overview, however brief, has become an indispensable element of nearly every dissertation and scholarly article. This handbook provides, for the first time, a comprehensive and systematic aid for researchers around the world in finding the information they need about historical developments in mathematics education, not only in their own countries, but globally as well.
Although written primarily for mathematics educators, this handbook will also be of interest to researchers of the history of education in general, as well as specialists incultural and even social history.
Mục lục
Part 1. History and Methodology of the Field.- 1.On historiography of teaching and learning mathematics.- 2.The History of Mathematics Education: Developing a Research Methodology.- Part 2.Mathematics Education in Different Epochs and in Different Regions: Antiquity and the Middle Ages.- 3.Mathematics Education in Antiquity.- 4.Mathematics Education in Oriental Antiquity and the Middle Ages.- 5.Teaching the Mathematical Sciences in Islamic Societies, 8th-17th Centuries.- 6.Mathematics Education in the European Middle Ages.- Part 3.Mathematics Education in Different Epochs and in Different Regions: Pre-Modern Period.- 7.Mathematics Education in Europe in the Pre-Modern Period.- 8.Mathematics Education in East Asia in the Pre-modern Period.- 9.Mathematics Education in the Americas in the Pre-Modern Period.- Part 4.Mathematics Education in Different Epochs and in Different Regions: Modern Period.- 10.Secondary School Mathematics Teaching in Italy from the Early Nineteenth Century to the Mid-Twentieth Century.- 11.Mathematics Education in France: 1800-1980.- 12.Mathematics Education in Germany (Modern Times).- 13.Mathematics Education in the United Kingdom.- 14.Mathematics Education in Spain and Portugal.- 15.Mathematics Education in Russia.- 16.Mathematics Education in the United States and Canada.- 17.Mathematics Education in Latin America.- 18.Mathematics Education in Modern Asia.- 19.Mathematics Education in Africa.- 20.Mathematics Education in Islamic Countries in the Modern Time: Case Study of Tunisia.- Part 5.History of Teaching Mathematical Subjects in School.- 21.History of Teaching Arithmetic.- 22.Notes for a History of the Teaching of Algebra.- 23.History of Teaching Geometry.- 24.History of Teaching Calculus.- 25.History of Teaching Vocational Mathematics.- 26.Mathematics Teaching Practices.- Part 6.Issues and Processes Across Borders.- 27.History of International Cooperation in Mathematics Education.- 28.History of Tools and Technologies in Mathematics Education.- 29.History of Mathematics Teacher Education.
Giới thiệu về tác giả
Alexander Karp is a professor of mathematics education at Teachers College, Columbia University. He received his Ph.D. in mathematics education from Herzen Pedagogical University in St. Petersburg, Russia, and also holds a degree from the same university in history and education. Currently, his scholarly interests span several areas, including the history of mathematics education, gifted education, mathematics teacher education, and the theory of mathematical problem solving. He is the managing editor of the International Journal for the History of Mathematics Education and the author of over one hundred publications, including over twenty books. Gert Schubring is a retired member of the Institut für Didaktik der Mathematik, a research institute at Bielefeld University, and at present is visiting professor at the Universidade Federal do Rio de Janeiro (Brazil). His research interests focus on the history of mathematics and the sciences in the eighteenth and nineteenth centuries and their systemic interrelation with social-cultural systems. One of his specializations is history of mathematics education. He has published several books, among which is Conflicts between Generalization, Rigor and Intuition: Number Concepts Underlying the Development of Analysis in 17th–19th Century France and Germany (New York, 2005). He is Chief-Editor of the International Journal for the History of Mathematics Education.
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