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Elementary mathematics was part of the education system in most ancient civilisations, including Ancient Greece, the Roman empire, Vedic society and ancient Egypt. In most cases, a formal education was only available to male children with a sufficiently high status, wealth or caste. Illustration at the beginning of a 14th-century translation of Euclid's Elements. In Plato's division of the liberal arts into the trivium and the quadrivium, the quadrivium included the mathematical fields of arithmetic and geometry. This structure was continued in the structure of classical education that was developed in medieval Europe. Teaching of geometry was almost universally based on Euclid's Elements. Apprentices to trades such as masons, merchants and money-lenders could expect to learn such practical mathematics as was relevant to their profession. The first mathematics textbooks to be written in English and French were published by Robert Recorde, beginning with The Grounde of Artes in 1540. However, there are many different writings on mathematics and math methodology that date back to 1800 BCE. These were mostly located in Mesopotamia where the Sumerians were practicing multiplication and division. There are also artifacts demonstrating their own methodology for solving equations like the quadratic equation. After the Sumerians some of the most famous ancient works on mathematics come from Egypt in the form of the Rhind Mathematical Papyrus and the Moscow Mathematical Papyrus. The more famous Rhind Papyrus has been dated to approximately 1650 BCE but it is thought to be a copy of an even older scroll. This papyrus was essentially an early textbook for Egyptian students. In the Renaissance, the academic status of mathematics declined, because it was strongly associated with trade and commerce. Although it continued to be taught in European universities, it was seen as subservient to the study of Natural, Metaphysical and Moral Philosophy. This trend was somewhat reversed in the seventeenth century, with the University of Aberdeen creating a Mathematics Chair in 1613, followed by the Chair in Geometry being set up in University of Oxford in 1619 and the Lucasian Chair of Mathematics being established by the University of Cambridge in 1662. However, it was uncommon for mathematics to be taught outside of the universities. Isaac Newton, for example, received no formal mathematics teaching until he joined Trinity College, Cambridge in 1661. In the 18th and 19th centuries, the industrial revolution led to an enormous increase in urban populations. Basic numeracy skills, such as the ability to tell the time, count money and carry out simple arithmetic, became essential in this new urban lifestyle. Within the new public education systems, mathematics became a central part of the curriculum from an early age. By the twentieth century, mathematics was part of the core curriculum in all developed countries. During the twentieth century, mathematics education was established as an independent field of research. Here are some of the main events in this development: In 1893, a Chair in mathematics education was created at the University of Göttingen, under the administration of Felix Klein The International Commission on Mathematical Instruction (ICMI) was founded in 1908, and Felix Klein became the first president of the organisation A new interest in mathematics education emerged in the 1960s, and the commission was revitalised In 1968, the Shell Centre for Mathematical Education was established in Nottingham The first International Congress on Mathematical Education (ICME) was held in Lyon in 1969. The second congress was in Exeter in 1972, and after that it has been held every four years In the 20th century, the cultural impact of the "electric age" (McLuhan) was also taken up by educational theory and the teaching of mathematics. While previous approach focused on "working with specialized 'problems' in arithmetic", the emerging structural approach to knowledge had "small children meditating about number theory and 'sets'."[1] |
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