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Professing mathematics: Science and ...

Fiss, Andrew.

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

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Professing mathematics: Science and education in nineteenth-century America./
作者:	Fiss, Andrew.
面頁冊數:	208 p.
附註:	Source: Dissertation Abstracts International, Volume: 72-10, Section: A, page: .
Contained By:	Dissertation Abstracts International72-10A.
標題:	Education, Mathematics. -
電子資源:	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.
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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.
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