LEADER 05358nam 22006135 450 001 9910484867203321 005 20240311132120.0 010 $a9783319025056 010 $a3319025058 024 7 $a10.1007/978-3-319-02505-6 035 $a(CKB)3710000000291474 035 $a(EBL)1965130 035 $a(OCoLC)896824656 035 $a(SSID)ssj0001386819 035 $a(PQKBManifestationID)11883517 035 $a(PQKBTitleCode)TC0001386819 035 $a(PQKBWorkID)11374418 035 $a(PQKB)11214764 035 $a(DE-He213)978-3-319-02505-6 035 $a(MiAaPQ)EBC1965130 035 $a(PPN)183085914 035 $a(EXLCZ)993710000000291474 100 $a20141119d2015 u| 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aThomas Jefferson and his Decimals 1775?1810: Neglected Years in the History of U.S. School Mathematics /$fby M.A. (Ken) Clements, Nerida F. Ellerton 205 $a1st ed. 2015. 210 1$aCham :$cSpringer International Publishing :$cImprint: Springer,$d2015. 215 $a1 online resource (219 p.) 300 $aDescription based upon print version of record. 311 08$a9783319025049 311 08$a331902504X 320 $aIncludes bibliographical references and index. 327 $aEarly Moves Toward Metrication in Europe -- Measurement Chaos in North America, 1780?1980 -- Opportunity Lost: Big Money Successfully Thwarts Thomas Jefferson?s Push for Metrication 1776?1793 -- Muddling Along: Opposition to Moves for Metrication, 1793?1920 -- David Eugene Smith?s Involvement in the Metrication Issue, 1920?1935 -- The Decision for Metrication, 1970 -- Reaganomics, Big Money, and the Crushing of the Metric Dream, 1970-1980 -- Why has the United States Never Achieved Metrication?. 330 $aThis well-illustrated book, by two established historians of school mathematics, documents Thomas Jefferson?s quest, after 1775, to introduce a form of decimal currency to the fledgling United States of America. The book describes a remarkable study showing how the United States? decision to adopt a fully decimalized, carefully conceived national currency ultimately had a profound effect on U.S. school mathematics curricula. The book shows, by analyzing a large set of arithmetic textbooks and an even larger set of handwritten cyphering books, that although most eighteenth- and nineteenth-century authors of arithmetic textbooks included sections on vulgar and decimal fractions, most school students who prepared cyphering books did not study either vulgar or decimal fractions. In other words, author-intended school arithmetic curricula were not matched by teacher-implemented school arithmetic curricula. Amazingly, that state of affairs continued even after the U.S. Mint began minting dollars, cents and dimes in the 1790s. In U.S. schools between 1775 and 1810 it was often the case that Federal money was studied but decimal fractions were not. That gradually changed during the first century of the formal existence of the United States of America. By contrast, Chapter 6 reports a comparative analysis of data showing that in Great Britain only a minority of eighteenth- and nineteenth-century school students studied decimal fractions. Clements and Ellerton argue that Jefferson?s success in establishing a system of decimalized Federal money had educationally significant effects on implemented school arithmetic curricula in the United States of America. The lens through which Clements and Ellerton have analyzed their large data sets has been the lag-time theoretical position which they have developed. That theory posits that the time between when an important mathematical ?discovery? is made (or a concept is?created?) and when that discovery (or concept) becomes an important part of school mathematics is dependent on mathematical, social, political and economic factors. Thus, lag time varies from region to region, and from nation to nation. Clements and Ellerton are the first to identify the years after 1775 as the dawn of a new day in U.S. school mathematics?traditionally, historians have argued that nothing in U.S. school mathematics was worthy of serious study until the 1820s. This book emphasizes the importance of the acceptance of decimal currency so far as school mathematics is concerned. It also draws attention to the consequences for school mathematics of the conscious decision of the U.S. Congress not to proceed with Thomas Jefferson?s grand scheme for a system of decimalized weights and measures.  . 606 $aMathematics$xStudy and teaching 606 $aMeasure theory 606 $aMathematics Education 606 $aMeasure and Integration 615 0$aMathematics$xStudy and teaching. 615 0$aMeasure theory. 615 14$aMathematics Education. 615 24$aMeasure and Integration. 676 $a370 676 $a515.42 700 $aClements$b M.A. (Ken)$4aut$4http://id.loc.gov/vocabulary/relators/aut$01226706 702 $aEllerton$b Nerida F$4aut$4http://id.loc.gov/vocabulary/relators/aut 906 $aBOOK 912 $a9910484867203321 996 $aThomas Jefferson and his Decimals 1775?1810: Neglected Years in the History of U.S. School Mathematics$92848345 997 $aUNINA