ABSTRACT
The early origins of mathematics have recently become the subject of a good deal of scholarly study and as a result we know about some of the early episodes in the definition of the subject. Frank Swetz’s seminal study Capitalism and Arithmetic: The New Math of the 15th Century not only provides us with vital information but provides a timely historical reminder of the recurrent waves of innovation within areas of knowledge. Likewise, Geoffrey Howson has provided a valuable History of Mathematics Education in England pursued through the study of nine biographies of key mathematics educators. Howson (1982) comments on the recent nature of curriculum history work in this subject area:
To my knowledge this is the first book to be published which attempts to tell the story of the development of mathematics education in England. That this should be so is rather surprising; for one can turn to histories of the teaching of science and to a history of mathematics teaching in Scotland. Any attempt to fill such a gap is, therefore, fraught with difficulties, for the ‘only book’ is likely to be invested with an authority it may not deserve. (p. ix)
He adds a note on the decision to concentrate on nine biographical studies.
