Teachers College, Columbia University
International Journal for the History of Mathematics Education
From Pierre de la Ramée, Algebra 1560
- Athanasios Gagatsis, « L'influence des géomètres francais de 1830 à 1884 », Répères IREM, 1994, no. 17 , 47-69.
- In Greece the teaching of geometry has been used as a bridge between the modern and the ancient Greece, characterised by a long tradition in the education of Euclidean geometry. A study of particularities in the historical development of geometry education allows to reveal some contradictions just related to its Greek origin, which offer criteria for a division into three periods. The first of these periods covers the foremost fifty-five years of the modern Greek State between 1830 and 1884. The analysis of this period concerns Legendre's Elements of geometry, the education system in Greece, mathematics in school curricula, the teaching methods, and the geometry textbooks.
- Nikos Kastanis, "Euclid must go - we shall not be national underbidders". A historico-didactical approach of this Antiphasis in our school [in Greek], (Groupe pour l'histoire des mathématiques, Thessaloniki, no. 2, 1986),
- Nikos Kastanis, "The Influence of French mathematics in the neohellenic mathematical culture on the period 1800-1840 [in Greek]", in : N. Kastanis, Opseis tis Neoellinikis Mathematikis Paideias - Aspects of the Neohellenic mathematical [in Greek], Thessaloniki, 1998 (205 pp.), 173-205.
- Other chapters on: Byzantine and post-Byzantine mathematical education in the 15th century; historical background of the first printed Greek mathematical book; the fate of linear perspective in neohellenic education; first algebra book in neohellenic mathematical education
- Nikos Kastanis, I Eisagogi ton Mathematikon sti Neohelleniki Paideia. I Algebra kai o Apeirostikos Logismos. [The introduction of mathematics into the neohellenic Education] Dissertation University Thessaloniki 2001. [in Greek]
- Nikos Kastanis and Y. Thomaidis "The reformations of the Greek Mathematics Education of second half of 20th century: a problematique frame", Contemporary Education, Part I, 2003, 130, pp 78-92; Part II, 2003, 131, pp 127-137.
- Charalambos Toumasis, "The epos of Euclidean geometry in Greek secondary education (1836-1985): pressure for change and resistance". Educational Studies in Mathematics, 1990, 21(6): p. 491-508.
- The study of geometry as a school subject generally presents pedagogical and epistemological interest because it brings to light the developmental trends and characteristics of this most ancient branch of mathematics, as well as the factors which contributed to the shaping of its educational value. These factors may be economical, political, social and scientific and they manifest themselves either locally or at a wider range each time. In this paper we try to present the development of school geometry in contemporary Greece, since the era in which the secondary education system was established (1836), up to today. The main purpose, of course, is not to describe facts but to identify and interpret the phenomenon of the incredible endurance which Euclid's Elements have presented, during the last 150 years, as the basic component of school geometry in Greece. School geometry in Greece presents special interest and it an be considered an exceptional phenomenon. This changing in accordance with modern educational and pedagogical considerations and the removal of the 'Elements' was confronted with powerful barriers up to the present. Every time an effort was made to revise the content of school geometry, those who exercised control over the mathematics curriculum reacted strongly against the new innovations, providing educational, philosophical and ethnic arguments.
- Charalambos [M.] Toumasis, "Study on the history of mathematics education in Greece". (Greek) Educational Review. Periodical Publication of the Greek Educational Society No. 16/92. Paidagogike Epitheorese. Periodike Ekdose Tes Paidogogikes Hetaireias Hellados. 16/92. Greek Educational Society (Greece) Thessalonike. 1992. p. 59-73
- The purpose of this article has been to discuss some issues and problems concerning the study of the history of Mathematics Education in Greece as well as to present the current status of this research in this country. The first part of the article is concerned with the value of studying the history of Mathematics Education to broaden the basis on which we form judgements and plan strategies for Mathematics Education today. The second part presents the Greek research experience in this area. The third part deals with the most considerable problems that the historiography of Greek Mathematics Education faces and in the fourth part some major research questions are suggested for future study. The key idea that the future perspectives are based on is that the developments of mathematics Education have not only to be viewed within a changing mathematical context, but also within the relevant socio-economical, political and educational setting. Therefore, the problems of the history of Mathematics Education does not lie wholly within the domain of mathematics but one needs to study them within its broader historical context to see how Mathematics Education in Greece had interacted with, and responded to, general social and educational changes.
- Konstantina Zormbala, "Greek students in German Universities in the 19th century", Proc. of the 3rd International Conference The times of History: For a history of childhood and youth, pp. 55-62, 1998. [in Greek]
- Konstantina Zormbala, "A Greek Geometry Textbook of the 19th Century: Influences of Mathematical Science on Axiomatic in School", Sudhoffs Archiv, 2002, 86:2, 198-219.