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Mathematics Education in Modern Asia

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Handbook on the History of Mathematics Education

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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.

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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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Author information

Authors and Affiliations

  1. City University of New York, New York, USA

    Joseph W. Dauben

  2. National Institute of Education, Singapore, Singapore

    Lee Peng Yee

  3. Jawaharla Nehru University, New Delhi, India

    Dhruv Raina

Authors
  1. Joseph W. Dauben
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  2. Lee Peng Yee
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  3. Dhruv Raina
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  4. Yibao Xu
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Corresponding authors

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

Editor information

Editors and Affiliations

  1. Teachers College, Columbia University, New York, New York, USA

    Alexander Karp

  2. Universität Bielefeld Institut für Didaktik der Mathematik, Bielefeld, Germany

    Gert Schubring

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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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