LEADER 03800nam  22005895  450 
001 9910640383503321
005 20251009102907.0
010   $a9783031176708$b(electronic bk.)
010   $z9783031176692
024 7 $a10.1007/978-3-031-17670-8
035   $a(MiAaPQ)EBC7169106
035   $a(Au-PeEL)EBL7169106
035   $a(OCoLC)1357017656
035   $a(DE-He213)978-3-031-17670-8
035   $a(CKB)25945666800041
035   $a(EXLCZ)9925945666800041
100   $a20230104d2022      u|         0
101 0 $aeng
135   $aurcnu||||||||
181   $ctxt$2rdacontent
182   $cc$2rdamedia
183   $acr$2rdacarrier
200 10$aAnalysing Historical Mathematics Textbooks /$fby Gert Schubring
205   $a1st ed. 2022.
210  1$aCham :$cSpringer International Publishing :$cImprint: Springer,$d2022.
215   $a1 online resource (213 pages)
225 1 $aInternational Studies in the History of Mathematics and its Teaching,$x2524-8030
311 08$aPrint version: Schubring, Gert Analysing Historical Mathematics Textbooks Cham : Springer International Publishing AG,c2023 9783031176692 
327   $aChapter 1. Why studying historical textbooks? -- Chapter 2. Textbooks before the invention of the printing press ? orality and teaching -- Chapter 3. Textbooks in the era of the printing press ? the emergence of new types of textbooks -- Chapter 4. The notion of ?elements? ? elementarisation and the structure of the discipline -- Chapter 5. Changes in textbook production in the wake of the French Revolution -- Chapter 6. Lacroix as an entrepreneur ? His fight for the textbook market in France -- Chapter 7. Textbook versus the autonomy of the teacher ? the case of Prussia -- Chapter 8. Cultural specificity of textbooks ? the case of Legendre in Italy -- Chapter 9. Transmission of textbooks from metropoles -- Chapter 10. ?Modern Mathematics? in the international textbook production -- Chapter 11. Conclusions -- Chapter 12. Bibliography -- Chapter 13. Index.
330   $aThis book is about the creation and production of textbooks for learning and teaching mathematics. It covers a period from Antiquity to Modern Times. The analysis begins by assessing principal cultures with a practice of mathematics. The tension between the role of the teacher and his oral mode, on the one hand, and the use of a written (printed) text, in their respective relation with the student, is one of the dimensions of the comparative analysis, conceived of as the ?textbook triangle?. The changes in this tension with the introduction of the printing press are discussed. The book presents various national case studies (France, Germany, Italy) as well as analyses of the internationalisation of textbooks via transmission processes. As this topic has not been sufficiently explored in the literature, it will be very well received by scholars of mathematics education, mathematics teacher educators and anyone with an interest in the field.
410  0$aInternational Studies in the History of Mathematics and its Teaching,$x2524-8030
606   $aMathematics$xStudy and teaching
606   $aEducation$xHistory
606   $aMathematics
606   $aMathematics Education
606   $aHistory of Education
606   $aMathematics
615  0$aMathematics$xStudy and teaching.
615  0$aEducation$xHistory.
615  0$aMathematics.
615 14$aMathematics Education.
615 24$aHistory of Education.
615 24$aMathematics.
676   $a510.71
676   $a510.71
700   $aSchubring$b Gert$060816
801  0$bMiAaPQ
801  1$bMiAaPQ
801  2$bMiAaPQ
912   $a9910640383503321
996   $aAnalysing Historical Mathematics Textbooks$93251575
997   $aUNINA