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ERIC Number: EJ813985
Record Type: Journal
Publication Date: 2008-Oct
Pages: 23
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0030-9230
The Transmission of Numeracy: Integrating Reckoning in Protestant North-German Elementary Education (1770-1810)
Bullynck, Maarten
Paedagogica Historica: International Journal of the History of Education, v44 n5 p563-585 Oct 2008
With the introduction of arithmetic as a compulsory part of the elementary school curriculum in late eighteenth- and early nineteenth-century Germany, textbooks and pedagogical methods were wanted. Relying on the traditions of the Rechenbucher and informed by the demand for method found in Wolffian style advanced textbooks, the first generation of elementary school reformers (1770-1800) rewrote and re-ordered these texts to that end. In the second wave of reforms (1800-1815), these re-orderings became more extreme, though better adapted to the existing school situation. Through textbook analyses not only does this evolution become apparent, but also many contextual factors as well as a major shift in dispositives, namely the concept of arithmetic (as opposed to utilitarian reckoning) as a general discipline for training the mind. Studying these discursive variations in textbooks and their communicative embedding in the classroom contributes to our understanding of the role, origin and function of numeracy, the culturally specific practices of recording and manipulating numbers, in modern history. (Contains 4 figures and 91 footnotes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Germany