From Pestalozzi’s intuition principle to classroomsthe counting frame and innovations in the teaching of mathematics (Spain, nineteenth century)

  1. Dolores Carrillo-Gallego 1
  2. Antonio Maurandi-López 1
  3. Pilar Olivares-Carrillo 1
  1. 1 Universidad de Murcia
    info

    Universidad de Murcia

    Murcia, España

    ROR https://ror.org/03p3aeb86

Revista:
Paedagogica Historica: International journal of the history of education

ISSN: 0030-9230

Año de publicación: 2023

Título del ejemplar: Highlighted topic: histories of school subjects

Volumen: 59

Número: 3

Páginas: 407-427

Tipo: Artículo

DIALNET GOOGLE SCHOLAR

Otras publicaciones en: Paedagogica Historica: International journal of the history of education

Resumen

The mechanisms of dissemination of the counting frames in the teaching of mathematics in Spain during the nineteenth century are studied. José Mariano Vallejo and Pablo Montesino proposed them in order to facilitate an arithmetic initiation based on intuition, following Pestalozzi’s proposals. The diffusion channels considered were pedagogical texts, professional journals, and school material catalogues. Moreover, these proposals are compared with the existence of references to the counting frames in primary school textbooks in the nineteenth century

Fuente de los datos: Dialnet