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Let History into the Mathematics Classroom
This book brings together 10 experiments which introduce historical perspectives into mathematics classrooms for 11 to 18-year-olds. The authors suggest that students should not only read ancient texts, but also should construct, draw and manipulate. The different chapters refer to ancient Greek, Indian, Chinese and Arabic mathematics as well as to contemporary mathematics. Students are introduced to well-known mathematicians—such as Gottfried Leibniz and Leonard Euler—as well as to less famous practitioners and engineers. Always, there is the attempt to associate the experiments with their scientific and cultural contexts. One of the main values of history is to show that the notions and concepts we teach were invented to solve problems. The different chapters of this collection all have, as their starting points, historic problems—mathematical or not. These are problems of exchanging and sharing, of dividing figures and volumes as well as engineers’ problems, calculations, equations and congruence. The mathematical reasoning which accompanies these actions is illustrated by the use of drawings, folding, graphical constructions and the production of machines.
Cultures of Computation and Quantification in the Ancient World
This book sheds light on the variety of mathematical cultures in general. To do so, it concentrates on cultures of computation and quantification in the ancient world, mainly in ancient China, South Asia, and the Ancient Near East and offers case studies focused on numbers, quantities, and operations, in particular in relation to mathematics as well as administrative and economic activities. The various chapters focus on the different ways and contexts of shaping numbers and quantities, and on the procedures applied to them. The book places special emphasis on the processes of emergence of place-value number systems, evidenced in the three geographical areas under study All these features yi...
Manuscripts and Performances in Religions, Arts, and Sciences
Throughout history, manuscripts have been made and used for religious, artistic, and scientific performances, and this practice continues in most cultures today. By focusing on the role manuscripts have in different kinds of performances, this volume contributes to the evolving field of investigating written artefacts and their functions. The collected essays regard manuscripts as points of intersection where textual, material, and performative aspects converge. The contributors analyse manuscripts in their forms and functions as well as their positioning in the performances for which they were made. These aspects unfold across the volume's three sections, examining how manuscripts are (1) used backstage, for preparing and giving instructions for performances; (2) taken onstage, contributing to the enactment of performances; and (3) performers in their own right, producing an effect on the audience. The diversified, interdisciplinary, and innovative methodologies of the included papers carry great potential to expand the traditional approaches of manuscript studies and find application outside the contributors' respective fields.
The Vision of Rome in Late Renaissance France
"The French vision of Rome was initially determined by travel journals, guide books and a rapidly developing trade in antiquities. Against this background, Margaret McGowan examines work by writers such as Du Bellay, Grevin, Montaigne and Garnier, and by architects and artists such as Philibert de L'Orme and Jean Cousin, showing how they drew upon classical ruins and reconstructions not only to re-enact past meanings and achievements but also, more dynamically, to interpret the present. She explains how Renaissance Rome, enhanced by the presence of so many signs of ancient grandeur, provided a fertile source of artistic creativity. Study of the fragments of the past tempted writers to an imaginative reconstruction of whole forms, while the new structures they created in France revealed the artistic potency of the incomplete and the fragmentary.
L'enseignement des sciences mathématiques
Ce rapport fait état des propositions et des recommandations concernant la réforme générale de l'enseignement des mathématiques dans tous les cycles de formation. C'est le résultat d'une étude demandée par le ministère de l'Éducation nationale, de la recherche et de la technologie
Networking Across Borders and Frontiers
This volume presents the proceedings of a Coimbra Group conference on networking across borders and frontiers in European culture and society that took place at the University of Graz in September 2007. Organised by the Task Force on Culture, Arts and Humanities it brought together researches from ten different European countries and an array of disciplines across the Humanities and Social Sciences spectrum, from Cultural Anthropology, European Ethnology, History, Literary Studies and Fine Arts to Peace Studies, Sociology and Political Sciences. It explores the capacity of the frontier-network binary for describing and analysing historical, cultural and political processes in the formation of European cultures and societies past and present, and across national and disciplinary boundaries.
Stereo: Comparative Perspectives on the Sociological Study of Popular Music in France and Britain
The term 'Popular Music' has traditionally denoted different things in France and Britain. In France, the very concept of 'popular' music has been fiercely debated and contested, whereas in Britain and more largely throughout what the French describe as the 'Anglo-saxon' world 'popular music' has been more readily accepted as a description of what people do as leisure or consume as part of the music industry, and as something that academics are legitimately entitled to study. French researchers have for some decades been keenly interested in reading British and American studies of popular culture and popular music and have often imported key concepts and methodologies into their own work on ...
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