Publication: From Pestalozzi’s intuition principle to classrooms: the counting frame and innovations in the teaching of mathematics (Spain, nineteenth century)
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Date
2021-04-28
Authors
Olivares Carrillo, Pilar ; Carrillo Gallego, Dolores ; Maurandi López, Antonio
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Publisher
Taylor and Francis Group
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DOI
https://doi.org/10.1080/00309230.2021.1906713
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info:eu-repo/semantics/article
Description
©2021 Stichting Paedagogica Historica. This document is the Published version of a Published Work that appeared in final form in Paedagogica Historica. To access the final edited and published work see https://doi.org/10.1080/00309230.2021.1906713
Abstract
The mechanisms of dissemination of the counting frames in the teaching of mathematics in Spain during the nineteenth century are studied. José Mariano Vallejo and Pablo Montesino proposed them in order to facilitate an arithmetic initiation based on intuition, following Pestalozzi’s proposals. The diffusion channels considered were pedagogical texts, professional journals, and school material catalogues. Moreover, these proposals are compared with the existence of references to the counting frames in primary school textbooks in the nineteenth century.
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Citation
Paedagogica Historica : International Journal of the History of Education Volume 59, 2023 - Issue 3, pp.407-427
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