東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back to Search results for [ null ]

Switch To: Labeled | MARC Mode | ISBD

Professing mathematics: Science and ...

Fiss, Andrew.

Linked to FindBook

Google Book

Amazon

博客來

Professing mathematics: Science and education in nineteenth-century America.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Professing mathematics: Science and education in nineteenth-century America./
Author:	Fiss, Andrew.
Description:	208 p.
Notes:	Source: Dissertation Abstracts International, Volume: 72-10, Section: A, page: .
Contained By:	Dissertation Abstracts International72-10A.
Subject:	Education, Mathematics. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3466336
ISBN:	9781124793610

Professing mathematics: Science and education in nineteenth-century America.
Fiss, Andrew.

Professing mathematics: Science and education in nineteenth-century America. - 208 p.

Source: Dissertation Abstracts International, Volume: 72-10, Section: A, page: .

Thesis (Ph.D.)--Indiana University, 2011.

This study investigates changes in mathematics teaching and research, as well as the shifting professional/disciplinary identities associated with American mathematics in the nineteenth century. In so doing, it follows the work of a swath of mathematicians, including textbook authors, such as Jeremiah Day of Yale and Charles Davies of the U.S. Military Academy; college presidents, such as Jeremiah Day of Yale, again, and Charles W. Eliot of Harvard; mathematics researchers, such as James Joseph Sylvester of the Johns Hopkins University; and astronomers, such as T.H. Safford of Williams College. Members of each group created novel educational systems for the benefit of not only the students under their direction but also the wider American public. Not content to pursue teaching and research at their home institutions, they instead chose to reach a wider audience through reports, textbooks, journal articles, conference presentations, and explicit national initiatives, such as Eliot's Committee of Ten. All told, their work transformed the environment of U.S. mathematics education, which had pervasive effects on research and on the employment opportunities available to mathematical adepts.

ISBN: 9781124793610Subjects--Topical Terms:

1017588
Education, Mathematics.

Professing mathematics: Science and education in nineteenth-century America.
LDR:03217nam 2200373 4500 001 1399488
005 20110926101118.5
008 130515s2011 ||||||||||||||||| ||eng d
020 $a 9781124793610
035 $a (UMI)AAI3466336
035 $a AAI3466336
040 $a UMI $c UMI
100 1 $a Fiss, Andrew. $3 1678469
245 1 0 $a Professing mathematics: Science and education in nineteenth-century America.
300 $a 208 p.
500 $a Source: Dissertation Abstracts International, Volume: 72-10, Section: A, page: .
500 $a Adviser: Sander Gliboff.
502 $a Thesis (Ph.D.)--Indiana University, 2011.
520 $a This study investigates changes in mathematics teaching and research, as well as the shifting professional/disciplinary identities associated with American mathematics in the nineteenth century. In so doing, it follows the work of a swath of mathematicians, including textbook authors, such as Jeremiah Day of Yale and Charles Davies of the U.S. Military Academy; college presidents, such as Jeremiah Day of Yale, again, and Charles W. Eliot of Harvard; mathematics researchers, such as James Joseph Sylvester of the Johns Hopkins University; and astronomers, such as T.H. Safford of Williams College. Members of each group created novel educational systems for the benefit of not only the students under their direction but also the wider American public. Not content to pursue teaching and research at their home institutions, they instead chose to reach a wider audience through reports, textbooks, journal articles, conference presentations, and explicit national initiatives, such as Eliot's Committee of Ten. All told, their work transformed the environment of U.S. mathematics education, which had pervasive effects on research and on the employment opportunities available to mathematical adepts.
520 $a This account takes as central the project of building bridges between mainstream American history and the history of mathematics. It exposes how American mathematics reacted to processes of industrialization; the roles the Civil War played in the shifting terrain of mathematics teaching and research; the mathematical ideas and pedagogical practices that found homes in the novel research universities of the last quarter of the nineteenth century; and the ways in which the presence of research universities and of Modern mathematics affected the nascent high school system of the 1890s. These complications and interrelations mean that the following story cannot be one of "progress," as earlier histories of mathematics have been. It better represents the multifaceted connections between science, education, technology, mathematics, and society.
590 $a School code: 0093.
650 4 $a Education, Mathematics. $3 1017588
650 4 $a History, United States. $3 1017393
650 4 $a Mathematics. $3 515831
650 4 $a Education, History of. $3 599244
650 4 $a History of Science. $3 896972
690 $a 0280
690 $a 0337
690 $a 0405
690 $a 0520
690 $a 0585
710 2 $a Indiana University. $b History and Philosophy of Science. $3 1678470
773 0 $t Dissertation Abstracts International $g 72-10A.
790 1 0 $a Gliboff, Sander, $e advisor
790 1 0 $a Capshew, James H. $e committee member
790 1 0 $a McGerr, Michael $e committee member
790 1 0 $a Schickore, Jutta $e committee member
790 1 0 $a Pilgrim, Kevin M. $e committee member
790 $a 0093
791 $a Ph.D.
792 $a 2011
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3466336