Literaturnachweis - Detailanzeige
| Autor/in | Blanco, Monica |
|---|---|
| Titel | The Mathematical Courses of Pedro Padilla and Etienne Bezout: Teaching Calculus in Eighteenth-Century Spain and France |
| Quelle | In: Science & Education, 22 (2013) 4, S.769-788 (20 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0926-7220 |
| DOI | 10.1007/s11191-012-9537-6 |
| Schlagwörter | Foreign Countries; Comparative Analysis; Calculus; Military Schools; Models; Mathematics; Mathematics Instruction; Mathematics Education; France; Spain |
| Abstract | The aim of this paper is to provide a cross-national comparative analysis of the introduction of calculus in Spanish and French military educational institutions through the works of Pedro Padilla y Arcos (1724-1807?) and Etienne Bezout (1730-1783), respectively. Both authors developed their educational work in the context of military schools and academies. Padilla's Curso Militar de Mathematicas (1753-1756) was the first work published in Spain which introduced the teaching of calculus in formal education. Bezout's Cours de Mathematiques (1764-1769) was the first work on calculus explicitly addressed to French military students and can be considered a representative of the canonical knowledge on eighteenth-century mathematics, both in France and abroad. Eighteenth-century Spain has traditionally been regarded as a country in the periphery whose scientific culture and education were pervaded by French science and education. This centre-periphery framework is often represented by a static model of one-way transmission from the centre to the periphery. A crossnational comparative analysis can help revisit this monolithic centre-periphery framework. A recent historiographical stream places the emphasis on appropriation, hence moving away from the idea of passive reception. In my paper I focus on the reading and writing of educational books, as practices which contribute actively to the development and circulation of knowledge. To assist the analysis, I explore the differences in communication practices in each case, in contents and approaches, and in particular, I give special attention to their inspiration in mathematical streams other than the French standpoint. (As Provided). |
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| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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