Educating the Young Mathematician: A Historical Perspective Through the Nineteenth Century |
| |
| Authors: | Olivia N Saracho and Bernard Spodek |
| |
| Institution: | (1) Department of Curriculum and Instruction, University of Maryland, College Park, MD 20742, USA;(2) Department of Curriculum and Instruction, University of Illinois, Champaign, IL 61820, USA |
| |
| Abstract: | Educational programs for young children emerged reasonably early in the history of the United States of America. Its theoretical
foundation was based on the thoughts and principles of various early European scholars who differed from one another in their
educational theories and how they viewed experiences that would impact on young children’s education, including their mathematics
experiences. The movements of Children’s Arithmetic, Mental Arithmetic, the infant school, and the Froebel kindergarten all
influenced mathematics in early childhood education. This article reviews the history of mathematics education in relation
to the history of early childhood education through the nineteenth century. It also discusses how research in mathematics
education attempted to gain its own identity. Throughout history, researchers have identified issues in mathematics education
and addressed them, defining the field, and generating a cadre of mathematics researchers. |
| |
| Keywords: | History Early childhood mathematics |
| 本文献已被 SpringerLink 等数据库收录！ |
|
