ABSTRACT

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.

中文翻译：

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从 Pestalozzi 的直觉原理到课堂：数学教学中的计数框架和创新（西班牙，十九世纪）

摘要

研究了 19 世纪西班牙数学教学中计数框架的传播机制。José Mariano Vallejo 和 Pablo Montesino 提出它们是为了促进基于直觉的算术启蒙，遵循 Pestalozzi 的建议。考虑的传播渠道是教学文本、专业期刊和学校资料目录。此外，将这些建议与 19 世纪小学教科书中对计数框架的引用进行了比较。