Titre :

On Popularization of Scientific Education In Italy Between 12th And 16th Centuries

Auteur(s) :

Pisano, Raffaele [Auteur correspondant]
Physique - IEMN [PHYSIQUE - IEMN]
Faculté des sciences de Lille
Université de Lille
Bussotti, Paolo [Auteur]
Università degli Studi di Udine - University of Udine [Italie]

Titre de la revue :

Problems of Education in the 21st Century

Pagination :

90-101

Date de publication :

2013-12-25

ISSN :

1822-7864

Discipline(s) HAL :

Physique [physics]/Physique [physics]/Histoire de la Physique [physics.hist-ph]
Mathématiques [math]/Mathématiques générales [math.GM]
Mathématiques [math]/Histoire et perspectives sur les mathématiques [math.HO]
Mathématiques [math]/Physique mathématique [math-ph]
Physique [physics]/Physique [physics]/Physique Classique [physics.class-ph]
Physique [physics]/Physique [physics]/Physique Générale [physics.gen-ph]
Sciences de l'Homme et Société/Histoire, Philosophie et Sociologie des sciences

Résumé en anglais : [en]

Mathematics education is also a social phenomenon because it is influenced both by the needs of the labour market and by the basic knowledge of mathematics necessary for every person to be able to face some operations ...
Lire la suite >Mathematics education is also a social phenomenon because it is influenced both by the needs of the labour market and by the basic knowledge of mathematics necessary for every person to be able to face some operations indispensable in the social and economic daily life. Therefore the way in which mathematics education is framed changes according to modifications of the social environment and know–how. For example, until the end of the 20th century, in the Italian faculties of engineering the teaching of mathematical analysis was profound: there were two complex examinations in which the theory was as important as the ability in solving exercises. Now the situation is different. In some universities there is only a proof of mathematical analysis; in others there are two proves, but they are sixth–month and not annual proves. The theoretical requirements have been drastically reduced and the exercises themselves are often far easier than those proposed in the recent past. With some modifications, the situation is similar for the teaching of other modern mathematical disciplines: many operations needing of calculations and mathematical reasoning are developed by the computers or other intelligent machines and hence an engineer needs less theoretical mathematics than in the past. The problem has historical roots. In this research an analysis of the phenomenon of “scientific education” (teaching geometry, arithmetic, mathematics only) with respect the methods used from the late Middle Ages by “maestri d’abaco” to the Renaissance humanists, and with respect to mathematics education nowadays is discussed. Particularly the ways through which mathematical knowledge was spread in Italy between late Middle ages and early Modern age is shown. At that time, the term “scientific education” corresponded to “teaching of mathematics, physics”; hence something different from what nowadays is called science education, NoS, etc. Moreover, the relationships between mathematics education and civilization in Italy between the 12th and the 16th century is also popularized within the Abacus schools and Niccolò Tartaglia. These are significant cases because the events connected to them are strictly interrelated. The knowledge of such significant relationships between society, mathematics education, advanced mathematics and scientific knowledge can be useful for the scholars who are nowadays engaged in mathematics education research. Key words: Abacus schools, mathematics education, science & society, scientific education, TartagliaLire moins >

Langue :

Anglais

Vulgarisation :

Non

Collections :

• Institut d'Électronique, de Microélectronique et de Nanotechnologie (IEMN) - UMR 8520

Source :

Harvested from HAL

Date de dépôt :

2024-03-18T04:37:35Z