Abstract
The problem of assessing the mathematics pupils have learned has inevitably been intertwined with the questions of who should receive additional mathematics instruction and how that instruction should be managed. Scholars appear to have begun the empirical inquiry into these questions from the perspective of psychology during the Renaissance, asking what mental abilities are, how they develop, and how they are differentially disposed across people and across the requirements of various disciplines.
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“Al niño hásele de proveer de materia, para que se revele el ingenio con su áccion y reacción, pues no hay cosa alguna cuya naturaleza se puede definir si esta in inactividad total. La primera preuba a que sometia Pitâgoras a sus iniciados era la Aritmética para explorar y averiguar su penetración. No hay cosa que mejor descubra la agudeza mental, como la expediciòn en el arte de hacer cuentas y la cortedad de entendimiento la torpeza en el contar.”
Juan Luis Vives (1531/1947, p. 567)
“iOh quién entrara hoy dia en las escuelas de nuestros tiempos haciendo cala y cata de los ingenios! IA cuântos trocara las ciencias y cuântos echara al campo por estólidos e imposibilitados para saber! i cuântos restituyera de los que por tener corta fortuna estân en viles artes arrinconados, cuyos ingenios crib Naturaleza solo para letras!”
Juan Huarte de San Juan (1575/1989, p. 224)
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Kilpatrick, J. (1993). The Chain and the Arrow: From the History of Mathematics Assessment. In: Niss, M. (eds) Investigations into Assessment in Mathematics Education. New ICMI Study Series, vol 2. Springer, Dordrecht. https://doi.org/10.1007/978-94-017-1974-2_2
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DOI: https://doi.org/10.1007/978-94-017-1974-2_2
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