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Mechanism, understanding and silent practice in the teaching of arithmetic: On the intention, critique and defense of Carl Alfred Nyström’s Digit-Arithmetic 1853-1888

机译:算术教学中的机制,理解与沉默实践:论卡尔·阿尔弗雷德·尼斯特罗姆的数字算术1853-1888的意图,批判与辩护

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摘要

This report was written as part of the project "Conceptions of mathematics in the Swedish world of schooling 1880-1980", financed by The Swedish Research Council. It contains a presentation of historical material, pertaining to the teaching of elementary mathematics in Sweden in the last third of the 19th century, and a rather far-reaching and critical analysis of this material. Its length, in combination with its somewhattentative character made it more suitable for publication in a report, rather than in a research article. My story circles around the civil servant and physicist Carl Alfred Nyström (1831-1891). He worked mainly with telegraphy, a field in which he was a main contributor in Sweden. He was the manager of the educational department of the telegraph office 1873-1879 and then went on to manage the Stockholm telegraphy station a few years in the late 1880’s. In 1881 he represented Sweden at the international committee in Paris for the formulation of proposals for international units in the field of electricity and electro-technics. I am interested in Nyström because of his Digit-Arithmetic (Sifferräkneläran), which was one of the most popular textbooks for the teaching of arithmetic in Sweden in the second half of the 19th century.As stated in the title of this report, I give an account of the intention, critique and defense (by Nyström himself) of this textbook. My explanation of why the Digit Arithmetic was phased out from use in Swedish public education in the 1880’s involves the topics of the first part of the title: mechanism, understanding, and a particular way of managing pupils, which at the time was called ”silent practice”.The story about Nyström and thefate of his educational ideas are interesting enough to be made available for a potentially international readership. The numerous quotations, which I would have had to cut out, had I tried to make thetext fit into the article format, will now make it possible for the reader also to interpret the episode in other ways than I have done here.
机译:该报告是由瑞典研究委员会资助的“ 1880-1980年瑞典教育世界中的数学概念”项目的一部分。它包含有关19世纪下半叶瑞典基础数学教学的历史资料的介绍,以及对该资料的深远而批判性的分析。它的长度加上其有点定性,使其更适合在报告中发表,而不是在研究文章中发表。我的故事围绕着公务员和物理学家卡尔·阿尔弗雷德·内斯特罗姆(Carl AlfredNyström,1831-1891年)盘旋。他主要从事电报工作,他是瑞典的主要撰稿人。他是电报办公室(1873-1879)教育部门的经理,然后在1880年代后期管理斯德哥尔摩电报站。 1881年,他代表瑞典出席了在巴黎举行的国际委员会,为电力和电子技术领域的国际单位拟定建议。我对Nyström感兴趣,因为他的数字算术(Sifferräkneläran)是19世纪下半叶瑞典最受欢迎的算术教学教科书之一。对这本教科书的意图,批评和辩护的描述(由内斯特罗姆本人撰写)。我对1880年代为什么在瑞典的公共教育中逐步淘汰“数字算术”的解释涉及标题第一部分的主题:机制,理解和特殊的学生管理方式,在当时被称为“沉默”。 Nyström的故事和他的教育思想的命运很有趣,足以为潜在的国际读者所喜爱。如果我试图使文本适合文章格式,那么我将不得不删掉大量引文,现在,读者可以用不同于我在这里所做的其他方式来解释情节。

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