From Pestalozzi's "Intuition Principle" to Classrooms: The Counting Frame and Innovations in The Teaching of Mathematics (Spain, Nineteenth Century)

Autor/inn/en	Carrillo-Gallego, Dolores; Maurandi-López, Antonio; Olivares-Carrillo, Pilar
Titel	From Pestalozzi's "Intuition Principle" to Classrooms: The Counting Frame and Innovations in The Teaching of Mathematics (Spain, Nineteenth Century)
Quelle	In: Paedagogica Historica: International Journal of the History of Education, 59 (2023) 3, S.407-427 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Carrillo-Gallego, Dolores) ORCID (Maurandi-López, Antonio) ORCID (Olivares-Carrillo, Pilar)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0030-9230
DOI	10.1080/00309230.2021.1906713
Schlagwörter	Foreign Countries; Mathematics Instruction; Arithmetic; Computation; Educational History; Elementary Education; Textbooks; Teaching Methods; Visual Aids; Manipulative Materials; Textbook Content; Periodicals; Instructional Materials; Spain + Suchen Sie Ihr Suchwort? Ausland; Mathematics lessons; Mathematikunterricht; Addition; Arithmetik; Arithmetikunterricht; Rechnen; History of education; Bildungsgeschichte; Elementarunterricht; Textbook; Text book; Schulbuch; Lehrbuch; Teaching method; Lehrmethode; Unterrichtsmethode; Anschauungsmaterial; Hilfsmittel; Lehrbuchtext; Periodical; Journal; Zeitschrift; Fachzeitschrift; Periodikum; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Spanien
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01