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The Present Teaching of Mathematics in Germany: Chapter II. Evolution of the Reform in Germany


by David Eugene Smith & Isidore Skolnick - 1912

The report by Dr. Schimmack, referred to in the footnote, is divided into two sections; the first dealing with the reform and its progress from 1840 to 1907, and the second dealing with the reform and its progress from 1907 to the present day. Professor Felix Klein in the introduction to this report refers to a statement made by himself at Göttingen in March, 1911, that for some time he had wished to bring before the public the discussion of the Commission, and to make known his own personal opinions and his general aim. What he means to carry out to-day is a plan which he has heretofore been unable to introduce. The idea foremost in the minds of many teachers of mathematics in Germany at present is that the concept of “function” as defined in mathematical language should be the central core around which the student's knowledge of mathematics is to be built. The purpose in introducing the idea of function is not to teach a barren analytic geometry but to make clear the simple and all-important notion that upon the changing of x the changing of y depends. It is expressly stated that the function idea should be continually borne in mind in the teaching of algebra and geometry. It is urged that no abstract function idea is to be taught, but, on the contrary, the concrete relations existing between x and y as functions of each other are to be expounded.


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Cite This Article as: Teachers College Record Volume 13 Number 2, 1912, p. 12-18
https://www.tcrecord.org ID Number: 10146, Date Accessed: 10/20/2019 10:58:53 PM

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  • David Smith


  • Isidore Skolnick


 
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