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Mathematics Education in Modern Asia

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Abstract

This chapter is derived from highly heterogeneous sources both in their nature and in their geographic and chronological distribution. These sources represent different environments and refer to different cultural and institutional codes. Whereas ancient sources do not describe a coherent picture of teaching mathematics in Antiquity, some details from the better documented educational contexts of Mesopotamia, Egypt, and the Greco-Roman World provide impressionistic insight into these traditions. This approach shows that modern knowledge of these contexts is limited and that even the kinds of questions framing the topic depend strictly on the nature of the surviving sources.

Keywords

  • Middle School
  • Mathematics Education
  • Mathematics Teacher
  • Chinese Student
  • Qing Dynasty

These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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Notes

  1. 1.

    See chapter on the United Kingdom in this handbook.

  2. 2.

    See chapter on the United Kingdom in this handbook.

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Correspondence to Joseph W. Dauben , J. W. Dauben , D. Raina or P. Y. Lee .

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Dauben, J.W., Yee, L.P., Raina, D., Xu, Y. (2014). Mathematics Education in Modern Asia. In: Karp, A., Schubring, G. (eds) Handbook on the History of Mathematics Education. Springer, New York, NY. https://doi.org/10.1007/978-1-4614-9155-2_18

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