This chapter studies the evolution of mathematics teaching in France from 1800 to about 1980. It investigates the specificities of the teaching of mathematics – aims, content, and methods – for each social class during the first 150 years of this time period and the way democratization impacted this teaching from the 1960s onward . It argues that the evolution and reforms of the teaching of mathematics are not understandable within mathematics education or even within the school system. Rather, the evolution and process of reform prove to be intimately tied to changing conceptions of modernity according to respective social and cultural values and to changing epistemological conceptions of mathematics.
...MoreBook Alexander Karp; Gert Schubring (2014) Handbook on the History of Mathematics Education.
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