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|Named Person:||David Eugene Smith; David Eugene Smith|
|Material Type:||Thesis/dissertation, Manuscript, Internet resource|
|Document Type:||Book, Archival Material, Internet Resource|
|All Authors / Contributors:||
Weatha Gale McNeil
|Notes:||Typescript; issued also on microfilm.
Sponsor: Bruce R. Vogeli.
Dissertation Committee: Douglas M. Sloan.
|Description:||vii, 278 leaves ; 29 cm.|
|Responsibility:||by Weatha Gale McNeil.|
EDUCATIONAL CONTRIBUTIONS OF DAVID EUGENE SMITH.
Weatha Gale McNeil.
The purpose of this study was to examine the educational contributions of David Eugene Smith (1860-1944) in an effort to place him in the context of his colleagues at Teachers College, selected other authorities of his day, and selected authorities of today. The primary information was obtained from the collection of Smith's materials bequeathed to Columbia University's Butler Library and a large catalog of materials located in The Milbank Memorial Library, Teachers College. The following questions were considered:
1. What was the educational setting of the period during which Smith was active as a mathematics educator and how did he respond to it?
2. What were Smith's views on the psychology of teaching and learning of elementary mathematics and how did they compare with those of his Teachers College colleagues and selected other authorities of his day?
3. What were Smith's proposed strategies for and solutions to problems of curriculum development and how did they compare with those of his Teachers College colleagues and selected other authorities of his day?
4. What were Smith's recommendations for the professional preparation of teachers, particularly on the graduate level, and how did they compare with those of his Teachers College colleagues and selected other authorities of his day?
5. How do Smith's views on the psychology of learning, curricula, and teacher preparation compare with selected contemporary authorities whose views are in vogue today?
The study brought together a number of different educators from several universities and placed them in juxtaposition to reveal a common story. Taken together, the comparisons represent Smith's contributions to the field of mathematics education. It has been shown that many of Smith's views have stood the test of time and justify his title as 'Father of Mathematics Education.'