Clements m a ken (133 resultados)

Condición: Good. Volume 2. This is an ex-library book and may have the usual library/used-book markings inside.This book has hardback covers. In good all round condition. No dust jacket. Please note the Image in this listing is a stock photo and may not match the covers of the actual item,1250grams, ISBN:1402010087. …

Condición: Good. Volume 10. This is an ex-library book and may have the usual library/used-book markings inside.This book has hardback covers. Clean from markings. In good all round condition. Please note the Image in this listing is a stock photo and may not match the covers of the actual item,1050grams, ISBN:1402010087.…

Hardcover. Condición: Fine. No Jacket. 2014. Fine hardback book. No dust jacket. An as new copy, it's square, tight and clean. 367pp. Sm 4to. (AL).

Condición: As New. Unread book in perfect condition.

Condición: Good. 1996th Edition. Former library copy. Pages intact with minimal writing/highlighting. The binding may be loose and creased. Dust jackets/supplements are not included. Includes library markings. Stock photo provided. Product includes identifying sticker. Better World Books: Buy Books. Do Good. …

Condición: New.

Condición: New. In English.

Condición: New. In English.

Condición: New. pp. 220.

Hardcover. Condición: Very Good. Estado de la sobrecubierta: Very Good. 2012.Hardcover.Very good condition. 223 pages.Ships from Japan.Usually ships in 1-2 working days.

Taschenbuch. Condición: Neu. Druck auf Anfrage Neuware - Printed after ordering - This 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.…

Buch. Condición: Neu. Druck auf Anfrage Neuware - Printed after ordering - This 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.…

Condición: New. A brand new book in pristine condition. Showing zero signs of shelf wear, creases, or damage.

Condición: New.

Condición: Sehr gut. Zustand: Sehr gut | Sprache: Englisch | Produktart: Bücher | 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.…

Paperback. Condición: Brand New. reprint edition. 224 pages. 9.30x6.20x0.53 inches. In Stock.

Condición: New. A brand new book in pristine condition. Showing zero signs of shelf wear, creases, or damage.

Condición: New. In English.

Condición: New. In English.

Condición: New. In English.

Condición: New. In English.

Condición: New. In English.

Gebunden. Condición: New.

Condición: Sehr gut. Zustand: Sehr gut | Sprache: Englisch | Produktart: Bücher | 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.…

Buch. Condición: Neu. Druck auf Anfrage Neuware - Printed after ordering - This book tells one of the greatest stories in the history of school mathematics. Two of the names in the title-Samuel Pepys and Isaac Newton-need no introduction, and this book draws attention to their special contributions to the history of school mathematics. According to Ellerton and Clements, during the last quarter of the seventeenth century Pepys and Newton were key players in defining what school mathematics beyond arithmetic and elementary geometry might look like. The scene at which most of the action occurred was Christ's Hospital, which was a school, ostensibly for the poor, in central London. The Royal Mathematical School (RMS) was established at Christ's Hospital in 1673.It was the less well-known James Hodgson, a fine mathematician and RMS master between 1709 and 1755, who demonstrated that topics such as logarithms, plane and spherical trigonometry, and the application of these to navigation, might systematically and successfully be taughtto 12- to 16-year-old school children. From a wider history-of-school-education perspective, this book tells how the world's first secondary-school mathematics program was created and how, slowly but surely, what was being achieved at RMS began to influence school mathematics in other parts of Great Britain, Europe, and America.The book has been written from the perspective of the history of school mathematics. Ellerton and Clements's analyses of pertinent literature and of archival data, and their interpretations of those analyses, have led them to conclude that RMS was the first major school in the world to teach mathematics-beyond-arithmetic, on a systematic basis, to students aged between 12 and 16.Throughout the book, Ellerton and Clements examine issues through the lens of a lag-time theoretical perspective. From a historiographical perspective, this book emphasizes how the history of RMS can be portrayed in very different ways, depending on the vantage point from which the history is written. The authors write from the vantage point of international developments in school mathematics education and, therefore, their history of RMS differs from all other histories of RMS, most of which were written from the perspective of the history of Christ's Hospital.…

Condición: New. pp. 244.

Condición: New. pp. 224 Softcover reprint of the original 1st ed. 2015 edition NO-PA16APR2015-KAP.

Condición: New. pp. 244.

Condición: New. Softcover reprint of the original 1st ed. 2017 edition NO-PA16APR2015-KAP.

Condición: New. pp. 315.