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Teachers College, Columbia University
Teachers College
Columbia University
International Journal for the History of Mathematics Education

From Pierre de la Ramée, Algebra 1560

International Bibliography

United Kingdom

  • Taro Fujita, "The Study of Elementary Geometry (1903) by Godfrey and Siddons (1): Roles of experimental tasks in the teaching of geometry". (English), Hiroshima Journal of Mathematics Education, 2001,  9: 11-19.
    • In this paper, I examine the role of experimental tasks in Elementary Geometry (1903) by Godfrey and Siddons, which is considered one of the most important geometry textbooks in the history of the teaching of geometry. The roles of experimental tasks were preparations for deductive geometry, and, even though it is implicit, the verification of geometrical facts. Furthermore, Godfrey recognized general educational value of experimental verification in geometry teaching. (Author's abstract)
  • Geoffrey A. Howson, , "Change in Mathematics Education since the late 1950's  - Ideas and realisation (An ICMI Report). Great Britain", Educational Studies in Mathematics, 1978, 9: 183-223.
  • Geoffrey Albert Howson, A history of mathematics education in England (Cambridge: Univ. Pr. , 1982).
    • Historical development over four centuries seen through contextualised studies of nine major educational figures: Robert Recorde, Samuel Pepys, Philip Dodridge, Charles Hutton, Augustus de Morgan, Thomas Tate, James Wilson, Charles Godfrey, and Elizabeth Williams.
    • The author follows the history and development of mathematics teaching by looking at the careers of some individuals in detail. Nine biographical essays of characters representing different ages, traditions, interests and attitudes constitute the bulk of the work. The mathematical education of each character and his/her contribution to mathematics education are described and set in a national context. An appendix containing a selection of syllabuses, examination papers etc. dating from 1800 onwards gives the flavour of school, university and training college mathematics over the years. The author's aim throughout has been to demonstrate how a knowledge of the history of mathematics education can increase our understanding of present problems and provide guidelines for future action
  • H.L. Philip, The higher tradition. A history of public examinations in Scottish schools and how they influenced the development of secondary education. 1992.
    • The author reports on the history of Scottish public examinations from its historical background, the Education Act in 1872, making attendance at school compulsory between the ages of 5 and 13 to present times.
  • Micael H. Price, Mathematics for the Multitude? A History of the Mathematical Association (Leicester: The Mathematical Association, 1994).
    • This book provides a history of the internal development of the English mathematical association, including the contributions of leading individuals since its formation. The Association's history up to 1993 is located within a broad context of changes in the educational system, developments in educational and mathematical thought, the growth of professionalism, and wider social, political and economic forces which influence the curriculum. The book's title suggests a major theme which can be traced throughout the period covered: the gradual movement  from mathematics, beyond arithmetic, for the mainly male minority, towards a growing range of mathematical and leearning opportunities for the 'multitude', in primary schools, in secondary schools of various types, in  technical institutions, and in higher education and teacher training. The author hopes that this book will be of interest not only to the mathematics education community in the UK and overseas, but also to historians of  education and mathematics, and to all concerned with the dynamics of curriculum change.
  • Michael Price, "Historical perspectives on English school mathematics, 1850-1950",  Zentralblatt für Didaktik der  Mathematik, 1985, 17(1): 1-6.
    • This paper provides an overview of sources, themes and methodology in the history of English school mathematics, 1850 - 1950. Historical, sociological and curricular perspectives in the field are all considered, and the survey of sources embraces unpublished theses and dissertations as well as published articles and books. In relation to methodology, the distinction between the rhetoric and the reality is emphasized as is the problematic nature of capturing the latter. In the discussion of themes, the major variables of time and institutional context are highlighted, and various instruments of control and change in the curriculum are distinguished. The shifting internal state of school mathematics itself, its components and relationships are also not neglected.
  • Michael Price, "Mathematics in English education 1860-1914: Some questions and explanations in curriculum history", History of Education, 1983, 12(4): 271-284.
  • Leo Rogers, "Conflict and compromise: the evolution of the mathematics curriculum in nineteenth century England". Histoire et épistémologie dans l'education mathematique - De la maternelle a l'universite. (Geschiedenis en Epistemologie in de Wiskundedidactiek - Van de kleuterschool tot de universiteit). Actes. Part 1. ed. Patricia Radelet-de Grave, 1999. p. 309-319 3. universite d'ete Europeenne sur histoire et epistemologie dans l'education mathematique, Louvain-la-Neuve (Belgium).
    • This paper explores the social and ideological background which determined the kind of mathematics taught to different groups of people during the early part of the nineteenth century in England. These ideologies arose in and were transmitted through institutions which determined choices and decisions about what was valued as scientific knowledge. The mathematics taught in the universities and in the Public Schools was determined by a classical liberal ideology, whereas the mathematics taught in elementary schools and colleges was driven by a practical ideology of utility, democracy and social justice. The concequences of this conflict can be seen in our current school mathematics curriculum in England. Some observations are also made on the historiographical problems of the history of mathematics education. (orig.)
  • Georg Wolff,