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Rewriting the History of School Mathematics in North America 1607-1861 (Record no. 16381)

000 -LEADER
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003 - CONTROL NUMBER IDENTIFIER
control field OSt
005 - DATE AND TIME OF LATEST TRANSACTION
control field 20140310145542.0
007 - PHYSICAL DESCRIPTION FIXED FIELD--GENERAL INFORMATION
fixed length control field cr nn 008mamaa
008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION
fixed length control field 120116s2012 ne | s |||| 0|eng d
020 ## - INTERNATIONAL STANDARD BOOK NUMBER
International Standard Book Number 9789400726390
978-94-007-2639-0
050 #4 - LIBRARY OF CONGRESS CALL NUMBER
Classification number LC8-6691
082 04 - DEWEY DECIMAL CLASSIFICATION NUMBER
Classification number 370
Edition number 23
264 #1 -
-- Dordrecht :
-- Springer Netherlands,
-- 2012.
912 ## -
-- ZDB-2-SHU
100 1# - MAIN ENTRY--PERSONAL NAME
Personal name Ellerton, Nerida.
Relator term author.
245 10 - IMMEDIATE SOURCE OF ACQUISITION NOTE
Title Rewriting the History of School Mathematics in North America 1607-1861
Medium [electronic resource] :
Remainder of title The Central Role of Cyphering Books /
Statement of responsibility, etc by Nerida Ellerton, M.A. (Ken) Clements.
300 ## - PHYSICAL DESCRIPTION
Extent XVIII, 226 p.
Other physical details online resource.
505 0# - FORMATTED CONTENTS NOTE
Formatted contents note Preface -- Table of Contents -- List of Tables -- List of Figures -- Abstract -- Foreword (by Jeremy Kilpatrick) -- 1. The Historical Challenge -- 2. Development of a Tradition -- 3. Translating the Cyphering-Book Tradition to North America -- 4. Formulating the Research Questions -- 5. The Principal Data Set -- 6. Ending a 600-Year Tradition: The Demise of the Cypering-Book Approach -- 7. Conclusions, and some Final Comments -- References -- Appendices.
520 ## - SUMMARY, ETC.
Summary, etc Two centuries ago, American teachers did not stand at the front of the room and teach, and most students—even those studying mathematics—did not own a mathematics textbook. Written examinations of any kind were not used. Most teachers of mathematics did not have formal qualifications in mathematics. The modern educator might well ask: “If all of that is true, then how were teachers expected to teach and how were students expected to learn mathematics?”

In this book Nerida Ellerton and Ken Clements argue that before 1840 mathematics was taught in North America via a cyphering approach that had been translated from Western Europe to the new settlements. This approach was based on a tradition that had endured since the thirteenth century, and depended heavily on students carefully writing their mathematics in cyphering books. After 1840, schools gradually adopted more teacher-centered whole-class pedagogies for mathematics instruction, and by the beginning of the Civil War, in 1861, the transformation was complete.

In his Foreword to this book, Jeremy Kilpatrick states:

“Ellerton and Clements show that the cyphering approach to learning mathematics has both an extensive history and a complex rationale. In the approach, the learner was to become an independent problem solver by learning to identify problems of various types, learning the rules for their solution, solving such problems, having each solution checked by a tutor or teacher and, only when the solution was correct, copying that solution into a cyphering book using exemplary calligraphy. The handwriting process was not meant to be only copying; it was to be an accompaniment to thinking. The learner was not simply inscribing the solution onto paper; he or she was inscribing it into memory. Cyphering books are a much neglected resource for understanding and appreciating the early history of North American mathematics education. The present book marks a major advance in putting that resource to effective use as well as in raising some challenging questions for subsequent research.”

This book provides the first history of early North American school mathematics in which the implemented curriculum—as seen in cyphering books—takes center stage, while the intended curriculum—as evident in textbooks—provides contextual background for the main argument.
650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name as entry element Education.
Topical term or geographic name as entry element Curriculum planning.
Topical term or geographic name as entry element Mathematics.
Topical term or geographic name as entry element History.
Topical term or geographic name as entry element Education.
Topical term or geographic name as entry element Mathematics Education.
Topical term or geographic name as entry element History of Mathematical Sciences.
Topical term or geographic name as entry element Curriculum Studies.
Topical term or geographic name as entry element History.
700 1# - ADDED ENTRY--PERSONAL NAME
Personal name Clements, M.A. (Ken).
Relator term author.
710 2# - ADDED ENTRY--CORPORATE NAME
Corporate name or jurisdiction name as entry element SpringerLink (Online service)
773 0# - HOST ITEM ENTRY
Title Springer eBooks
776 08 - ADDITIONAL PHYSICAL FORM ENTRY
Display text Printed edition:
International Standard Book Number 9789400726383
856 40 - ELECTRONIC LOCATION AND ACCESS
Uniform Resource Identifier http://dx.doi.org/10.1007/978-94-007-2639-0
942 ## - ADDED ENTRY ELEMENTS (KOHA)
Source of classification or shelving scheme
Item type E-Book
Copies
Price effective from Permanent location Date last seen Not for loan Date acquired Source of classification or shelving scheme Koha item type Damaged status Lost status Withdrawn status Current location Full call number
2014-04-03AUM Main Library2014-04-03 2014-04-03 E-Book   AUM Main Library370
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