Research workshop: Teaching mathematics in the early modern world
Thursday and Friday 15 and 16 December 2016
All Souls College, Oxford
Call for Papers
Mathematics increased in both its status as a discipline and its social visibility in Europe during the early modern period. Increasing numbers of people across different social milieux acquired mathematical skills and made use of them in the workplace: seafarers, merchants, dialers, accountants, and architects, to name but a few. Some nations or regions acquired special reputations for producing mathematicians or numerate individuals. At the same time, a variety of reasons were advanced for the importance of learning mathematics and a similar variety of programmes were proposed to promote the practice of mathematics. While some institutions remained notoriously disengaged from the teaching and learning of mathematics, and it remained perfectly possible for young men and women to pass into adulthood – indeed, to be well educated – with only a bare minimum of numeracy, others began slowly and sometimes reluctantly to reform. What arguments did those engaged with questions about teaching and learning mathematics, whether learners, teachers or institutions, set out to promote their endeavours? How did questions such as what to teach or how to teach inform discussion? These and similar issues will be the subject of this two-day workshop, to be held in All Souls College, Oxford.
Proposals for papers are invited on all aspects of teaching and learning mathematics in the early modern world, including but not limited to curricula, teaching methods, institutions, and individual teaching and learning experiences. Proposals should include an abstract of no more than 250 words and a brief CV, and should be emailed to [log in to unmask] by 1 September 2016. The conference can contribute to travel costs for speakers.
This workshop is part of an AHRC-funded project on 'Reading Euclid: Euclid's Elements of Geometry in Early Modern Britain'.