Higher Arithmetic: A Textbook Analysis

Artigo2024

Samantha Moroney

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Resumo

This paper investigates the historical context, internal content, and educational significance of Higher Arithmetic, a 1919 mathematics text by David Eugene Smith and George Wentworth, which has been insufficiently studied. Through historical and content analysis, this study reveals the authors' intention to provide a review and extension of knowledge in a modern context of post-World War I industrial United States, intended for both students and pre-service teachers who need thorough teacher preparedness. Although Higher Arithmetic may not be well- recognized today, its progressive intentions for teacher training and the modernization of material remain goals that are as important today as in Smith and Wentworth's time.

Dados da obra

Tipo
Artigo
Periódico
Journal of Mathematics Education at Teachers College
Ano
2024
Idioma
en
Palavras-chave
Arithmetic; Mathematics Education; Educational History; Textbook Evaluation; Teacher Education; Industrialization; United States History; Content Analysis; Social Change; Urbanization
Temas
Formação de Professores de Matemática
Acesso
Metadados apenas
Fontes
ERIC — Education Resources Information Center
Na Biblioteca desde
01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
MORONEY, Samantha. Higher Arithmetic: A Textbook Analysis. Journal of Mathematics Education at Teachers College, 2024. Disponível em: https://doi.org/10.52214/jmetc.v15i2.12947. Acesso em: 5 nov. 2026.

APA

Moroney, S. (2024). Higher Arithmetic: A Textbook Analysis. Journal of Mathematics Education at Teachers College. https://doi.org/10.52214/jmetc.v15i2.12947

BibTeX
@article{moroney2024,
  author = {Moroney, Samantha},
  title = {Higher Arithmetic: A Textbook Analysis},
  year = {2024},
  journal = {Journal of Mathematics Education at Teachers College},
  url = {https://doi.org/10.52214/jmetc.v15i2.12947},
  language = {en}
}
RIS
TY  - JOUR
AU  - Moroney, Samantha
TI  - Higher Arithmetic: A Textbook Analysis
PY  - 2024
JO  - Journal of Mathematics Education at Teachers College
UR  - https://doi.org/10.52214/jmetc.v15i2.12947
LA  - en
ER  - 

Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS

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