Arithmetic and history

1970 ◽  
Vol 17 (6) ◽  
pp. 488-491

One's understanding of his culture is enriched when the important historical events relating to the culture are examined from a quantitative point of view. Elementary school mathematics can help our pupils (and probably ourselves) make sense out of some events or happenings of the history of the United States.

1970 ◽  
Vol 17 (5) ◽  
pp. 428-437
Author(s):  
Francis J. Mueller ◽  
Paul C. Burns

The methods component of mathematics education in the United States has seldom been static. Particularly interesting is the cyclic nature of recurring issues and their varying proposed soltllions.


Author(s):  
Marc Trachtenberg

This chapter focuses on a document formally adopted by the NATO Council in December 1954, called MC 48, a report by the Alliance's Military Committee on “The Most Effective Pattern of NATO Military Strength for the Next Few Years.” In approving this document, the Council authorized the military authorities of the Alliance to “plan and make preparations on the assumption that atomic and thermonuclear weapons will be used in defense from the outset.” One very important consequence of the new strategy from the European point of view had to do with what was called “nuclear sharing”—that is, with the provision of American nuclear weapons to the NATO allies. This policy of nuclear sharing was one of the key elements in the history of this period.


Author(s):  
Drew Polly

This chapter describes how the author leveraged asynchronous online instruction to develop elementary school teacher-leaders' knowledge of elementary school mathematics content and pedagogies in a graduate program in the United States. This chapter provides the theoretical framework of learner-centered professional development and explains how the six courses in the program embody the framework and support teachers' development of knowledge and skills related to mathematics teaching and learning. This chapter also shares the findings of a study that evaluated teacher-leaders performance on five student-learning outcomes in the program as well as feedback on course evaluations and end-of-program surveys. Data analysis indicated that every teacher-leader demonstrated proficiency on each student-learning outcome. Implications for the design of asynchronous online programs are also shared.


2001 ◽  
Vol 34 (3) ◽  
pp. 383-418
Author(s):  
Andreas Suter

My study of the Swiss Peasants' War of 1653 has received four reviews in the United States. I am grateful to Hermann Rebel for supplying another, most unusual review to Central European History. It is unusual not only in length but also in judgment. Where the other reviews wrote positively about the book, Rebel rejects it completely.If I read Rebel correctly, his criticism covers four main points. First, he criticizes the book's theoretical point of view, alleging that the call for a “return to historical events in social history” means a return to “histoire événementielle” and would lead to “high antiquarianism.” Second, Rebel criticizes my methodological inferences from this theoretical point: systematic attention to the cultural dimension of human action; the expansion of social history's traditional methods of analysis and perspectives on time (longue durée, temps sociale) to include cultural and anthropological insights (from, i.e., Victor Turner, Mary Douglas, and Clifford Geertz); and the introduction of a “slow-motion” perspective.


1972 ◽  
Vol 19 (3) ◽  
pp. 169-170
Author(s):  
Joseph N. Payne

It is time for the formation of a National Commission on Elementary School Mathematics.


1980 ◽  
Vol 27 (5) ◽  
pp. 5-7
Author(s):  
Joseph N. Payne

With our certain, albeit slow, movement to the metric system and with the widespread use of calculators, there is general agreement that decimals wiU be introduced earlier in our elementary school mathematics curriculum. Decimals for tenths, for example, have been taught successfully in grade three. Nevertheless, there are major questions, substantial disagreements, and some sheer nonsensical statements being made about fraction concepts, fraction computation, and decimal computation.


1951 ◽  
Vol 8 (2) ◽  
pp. 131-142 ◽  
Author(s):  
Richard Blaine McCornack

One of the perplexing problems in the history of the Mexican War has been the account of a body of deserters from the American army which called itself the San Patricio Battalion. Many of these deserters were being tried and executed or severely punished as the troops of General Scott pushed into the heart of Mexico’s capital. The account of the desertion of the San Patricios has been the subject of much debate, a great deal of it bitter, between historians with either a Catholic or Protestant point of view. Many Protestant writers have been prone to use this event as an illustration of placing faith above patriotism, the desertions being laid at the door of the Mexican clergy who are charged with actively attempting to entice Catholic soldiers among the American forces, largely recent German and Irish immigrants, to leave the army of a Protestant power bent on the destruction of a Catholic nation and on the spoliation of the temples of the Catholic faith. Catholic writers have been quick to issue a full denial of such charges. To date most of the charges and countercharges concerning the San Patricio Battalion have been based almost exclusively on secondary evidence. The essential truth of the matter would appear to be obtainable only from the actual records of the deserters in the files of the United States Army. It is on these records that this article is based.


2020 ◽  
Vol 16 (44) ◽  
pp. 155-165
Author(s):  
Viktor Kelner

The volume under review is part of the well-known “Peoples and Cultures” series intended to cover the entire complex of history and culture of the peoples inhabiting the territory of Russia. The authors and editors of the book sought to give as complete a picture as possible of the origin and history of the Jewish people and their everyday life, mainly in Russia. The book considers the issues of the ethnopolitical history of the Jews, their religion, the use of their languages, peculiarities of folklore, art, and folk traditions. Of particular interest are sections on the history and ethnographic identity of non-Ashkenazim groups (Georgian and Bukhara Jews and Judaizing groups). Special chapters are devoted to the contemporaneity of Jewish immigrants from the USSR who moved to the United States, Germany, or committed aliyah to their historical homeland, Israel. In essence, the book, created by a large team of specialists, summarizes the development of Judaica studies in Russia. The present review assesses the contribution of this publication to solving the problems that the academic community has faced for several centuries. The authors of the book, as a rule, do not impose the “single truth” point of view on the reader: they give different versions and interpretations, representing the Jewry as a form of group identity bound by common cultural features. Thus, without resorting polemics, they avoid answering the eternal question: do the Jewish people exist as a single whole?


Author(s):  
Drew Polly

This chapter describes how the author leveraged asynchronous online instruction to develop elementary school teacher-leaders' knowledge of elementary school mathematics content and pedagogies in a graduate program in the United States. This chapter provides the theoretical framework of learner-centered professional development and explains how the six courses in the program embody the framework and support teachers' development of knowledge and skills related to mathematics teaching and learning. This chapter also shares the findings of a study that evaluated teacher-leaders performance on five student-learning outcomes in the program as well as feedback on course evaluations and end-of-program surveys. Data analysis indicated that every teacher-leader demonstrated proficiency on each student-learning outcome. Implications for the design of asynchronous online programs are also shared.


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