| Description |
1 online resource (xx, 204 pages) : illustrations (some color) |
| Contents |
Foreword; Contents; List of Figures; List of Tables; Overall Book Abstract, and Individual Abstracts for the Seven Chapters; Overall Abstract; Individual Chapter Abstracts ; Chapter 1: 1776: Dawn of a New Day in School Mathematics in North America; Chapter 2: The Abbaco Curriculum in Colonial Schools in North America Before1776; Chapter 3: Thomas Jefferson and an Arithmetic for the People; Chapter 4: Weights and Measures in Teacher-Implemented Arithmetic Curricula in Eighteenth-Century North American Schools |
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Chapter 5: Decimal Fractions and Federal Money in School Mathematics in the United States of America 1792-1810Chapter 6: Decimal Fractions in School Arithmetic in Great Britain and North America During the Eighteenth and Nineteenth Centuries; Chapter 7: Decimal Fractions and Curriculum Change in School Arithmetic in North America in the Eighteenth and Nineteenth Centuries; Preface; References; Chapter 1 1776: Dawn of a New Day in School Mathematics in North America ; A New Day; Contentious Issues; What Was a School? |
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Schooling During the Eighteenth Century in the British North American ColoniesThomas Jefferson's Bills for the More General Diffusion of Knowledge in Virginia; Jefferson on School Education in Virginia; Who Should Control the Schools?; Noah Webster's Call for a National Agenda for Education; Moves Toward Decimalization of Currency and Weights and Measures; Preliminary Moves Toward a New Currency; Preliminary Moves Toward a New System of Weights and Measures for a New Nation; Research Questions; The Lag-Time Theoretical Lens; References |
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Chapter 2 The Abbaco Curriculum in Colonial Schools in North America Before 1776 What Mathematics Did North American Students Study in Schools Before 1792?; The Abbaco Heritage; Author-Intended Curricula, as Interpreted Through Textbook Emphases; The Teacher-Implemented Arithmetic Curriculum; Vulgar (or Common) Fractions and Decimal Fractions in Intended and Implemented Arithmetic Curricula; Which Was Easier, the Author-Intended or the Implemented Arithmetic Curricula?; The Abbaco Arithmetic Curriculum in North America in the Eighteenth Century; Loring Andrews' Book |
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Analysis of Peter Tyson's Approach to Multiplying Money (Expressed in Sterling)Working for Task 1; Working for Task 2; Analysis of John Grey's Approach to Adding Quantities When They Were Given in Written Form; Comments on John Anderson's (1785) Notes on Reduction of Money; Comments on Silas Mead's (1772) Calculations for a Double Rule-of-Three Task; An Example Showing the Double Rule of Three in Silas Mead's (1772) Cyphering Book; Fellowship: The Arithmetic of Partnerships; Did Cyphering Books Really Serve as Reference Books Later in Students' Lives? |
| Summary |
Synthesizing four centuries of historical data, this study analyzes the long-term consequences of America's unique refusal to adopt the metric system, with generations of schoolchildren toiling over the complexities of 'Imperial' weights and measures |
| Analysis |
onderwijs |
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education |
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wiskunde |
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mathematics |
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Education (General) |
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Onderwijs (algemeen) |
| Bibliography |
Includes bibliographical references and index |
| Notes |
Vendor-supplied metadata |
| Subject |
Mathematics -- Study and teaching -- United States -- History
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MATHEMATICS -- Essays.
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MATHEMATICS -- Pre-Calculus.
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MATHEMATICS -- Reference.
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Mathematics -- Study and teaching
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United States
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| Genre/Form |
Electronic books
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History
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| Form |
Electronic book
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| Author |
Ellerton, Nerida F. (Nerida Fay), 1942- author.
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Wilson, Douglas L. (Douglas Lawson), 1935- writer of foreword.
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| ISBN |
9783319025056 |
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3319025058 |
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331902504X |
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9783319025049 |
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