19 世纪数学教育中与性别有关的差异和社会纠葛:几何学科

IF 1 Q3 EDUCATION & EDUCATIONAL RESEARCH
Polly Thanailaki
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引用次数: 0

摘要

本文探讨了 19 世纪希腊女子学校的数学教学,特别是几何教学。它探讨了教育法和学校实践是如何定义数学教学的。研究证明,女学生只能学到几何方面的基础知识,远远低于男子学校为男生提供的基础知识。文章还讨论了为女生设计的《几何》教科书。文章考虑的问题是经济、政治和意识形态问题的交叉点。研究利用了大量原始资料,如学校档案和记录以及政府公报。特别是 Philekpedeutiki Etaireia 的学校档案为本研究提供了有关 19 世纪女性学校教育的丰富信息。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Gender-related differences and social entanglements in mathematics education during 19th century: The subject of geometry
This paper examines mathematics teaching and learning, specifically of Geometry, in Greek girls’ schools in the 19th century. It explores how educational laws and school practice defined its teaching. Research has proved that female students received only the basics in Geometry, substantially less than what was offered to male students in all-boys’ schools. Also, the Geometry textbooks designed for girls are discussed. The problems considered in the article are at the intersection of economic, political and ideological issues. The study draws on a wide range of primary sources such as school archives and records as well as government gazettes. In particular, the school archives of the Philekpedeutiki Etaireia provide this research with a rich source of information regarding female schooling in 19th century.
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来源期刊
Journal of Mathematical Behavior
Journal of Mathematical Behavior EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.70
自引率
17.60%
发文量
69
期刊介绍: The Journal of Mathematical Behavior solicits original research on the learning and teaching of mathematics. We are interested especially in basic research, research that aims to clarify, in detail and depth, how mathematical ideas develop in learners. Over three decades, our experience confirms a founding premise of this journal: that mathematical thinking, hence mathematics learning as a social enterprise, is special. It is special because mathematics is special, both logically and psychologically. Logically, through the way that mathematical ideas and methods have been built, refined and organized for centuries across a range of cultures; and psychologically, through the variety of ways people today, in many walks of life, make sense of mathematics, develop it, make it their own.
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