Titlebook: Scientific Sources and Teaching Contexts Throughout History: Problems and Perspectives; Alain Bernard,Christine Proust Book 2014 Springer

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General Introduction,ntellectual contexts in which the sources were produced and used. Following this general trend, the core of the problematic addressed in this volume stems from two basic facts recognized by the contributors. The first is that, too often, sources of scientific knowledge have been studied without taki

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The Teaching Context and Reading from the 16th to the 19th Centuries: The Role of the Memorization o: careful reading of the content of the texts gives no indication of how they were used by the teachers and by the pupils. The following contribution shows the importance of the “teaching context”, in the particular case of the religious texts used to teach reading to beginners from the sixteenth to

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Does a Master Always Write for His Students? Some Evidence from Old Babylonian Scribal Schoolsthis sense, emanate incontestably from a “teaching context”. Thus, mathematical texts are generally considered as evidence of pedagogical activity, meaning they are assumed to have been written either by students or for students. My goal is to show the simplistic nature of such a narrow alternative.

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Mathematical Progress or Mathematical Teaching? Bilingualism and Printing in European Renaissance Ma the need of explaining mathematical contents effectively and of training the readers in mathematical techniques. The book should make understanding and learning mathematics more accessible: while for most books their printing was justified by being spiritually and morally edifying, for mathematical

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Leonardo of Pisa and the ,. Biographical Elements and the Project of the Workculties, some of them having to do with the insufficient number of sources. In the historical reconstruction, we offer here, we take as indisputable facts that he had acquired a rich pedagogical experience, which is reflected in his work, the .. Starting with this observation, then our methodologica

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Didactical Dimensions of Mathematical Problems: Weighted Distribution in a Vietnamese Mathematical T (A Record of What Ý Trai [=Nguyễn Hữu Thận] Got Right in Computational Methods) compiled in 1829 by Nguyễn Hữu Thận 阮有慎 (1757?–1831?). An analysis of the problems suggests that they may have been designed by the author of the treatise in order to introduce the concept of weighted distribution and t

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