Hostname: page-component-586b7cd67f-g8jcs Total loading time: 0 Render date: 2024-11-28T10:35:27.508Z Has data issue: false hasContentIssue false

Extended Review - The first century of the International Commission on Mathematical Instruction (1908-2008). Reflecting and shaping the world of mathematics education. M. Menghini, F. Furinghetti, L. Giacardi and F. Arzarello (eds.). Pp. 328. €60. 2008. ISBN: 978-88-12-00015-9 (Rome: Istituto della Enciclopedia Italiana).

Published online by Cambridge University Press:  23 January 2015

I. Grattan-Guinness*
Affiliation:
Middlesex University Business School, The Burroughs, Hendon, London NW4 4BT

Abstract

Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
Book Review
Copyright
Copyright © The Mathematical Association 2010

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

1. Grattan-Guinness, I., “European mathematical education in the 1900s and 1910s: some published and unpublished surveys’, in Ausejo, E. and Hormigon, M. (eds.), Messengers of mathematics: European mathematical journals (1800-1946), Madrid: Siglo XXI, pp. 117130 (1993).Google Scholar
2. Lorey, W., Das Studium der Mathematik an den deutschen Universitäten seit Anfang des 19. Jahrhunderts, Leipzig and Berlin: Teubner (1916).Google Scholar
3. Gonin, A. A., Archer, I. J. M., Slabber, G. P. L. and De La Rey Nel, G., Modern graded mathematics for standard 8, Cape Town: Nasou (1973).Google Scholar
4. Hammersley, J. M., ‘On the enfeeblement of mathematical skills by “modem mathematics” and by similar soft intellectual trash in schools and universities’, Bulletin of the Institute of Mathematics and its Applications, 4, pp. 6685 (1968).Google Scholar
5. Grattan-Guinness, I., ‘Not from nowhere. History and philosophy behind mathematical education’, International journal of mathematical education in science and technology, 4, pp. 421453 (1973).CrossRefGoogle Scholar
6. Klein, F., Elementare Mathematik von höheren Standpunkt aus, (3rd ed.) vol. 3 (ed. Courant, R.), Prdzisions-und Approximationsmathematik, Berlin: Springer (1928).Google Scholar
7. Grattan-Guinness, I., Routes of learning. Highways. pathways and byways in the history of mathematics, Baltimore: Johns Hopkins University Press (2009).Google Scholar
8. Grattan-Guinness, I. (ed.), History in mathematics education. Proceedings of a workshop held at the University of Toronto, Canada, July-August 1983, Paris: Belin (1987).Google Scholar
9. Fauvel, J. and van Maanen, J. (eds.), History in mathematics education: the ICMI study, Dordrecht, Netherlands: Kluwer (2000).Google Scholar
10. Grattan-Guinness, I., ‘History or heritage? An important distinction in mathematics and for mathematics education’, Amer. Math. Monthly, 111, pp. 112 (2004). Also in van Brummelen, G. and Kinyon, M. (eds), Mathematics and the historian's craft: The Kenneth O. May lectures (New York: Springer, 2005), pp. 7-21.Google Scholar
11. Grattan-Guinness, I., ‘Mathematics and symbolic logics: some notes on an uneasy relationship’, History and philosophy of logic, 20 (1999), pp. 159167 (2000).Google Scholar
12. Wigner, E. P., ‘The unreasonable effectiveness of mathematics in the natural sciences’, Communications on pure and applied mathematics, 13, pp. 114 (1960). [Various reprs.]Google Scholar
13. Kaushal, R. S., Structural analogies in understanding nature, New Delhi: Anamaya (2003).Google Scholar
14. Grattan-Guinness, I., ‘Solving Wigner's mystery: the reasonable (though perhaps limited) effectiveness of mathematics in the natural sciences’, The mathematical intelligencer, 30(3), pp. 717 (2008).Google Scholar