{"id":{"repo_id":"greece","oai_identifier":"oai:10442/1417"},"canonical_url":"https://search.dev.ndltd.org/etd/greece/oai:10442/1417","repository":{"repo_id":"greece","name":"Greek National Archive of PhD Theses","base_url":"https://phdtheses.ekt.gr/eadd_oai/request"},"display":{"title":"ΤΑΣΕΙΣ ΚΑΙ ΧΑΡΑΚΤΗΡΙΣΤΙΚΑ ΤΩΝ ΣΧΟΛΙΚΩΝ ΜΑΘΗΜΑΤΙΚΩΝ Β/ΜΙΑΣ ΕΚΠΑΙΔΕΥΣΗΣ ΣΤΗ ΝΕΩΤΕΡΗ ΕΛΛΑΔΑ, ΣΕ ΣΧΕΣΗ ΜΕ ΚΟΙΝΩΝΙΚΟΟΙΚΟΝΟΜΙΚΕΣ ΑΛΛΑΓΕΣ ΚΑΙ ΤΙΣ ΕΞΕΛΙΞΕΙΣ ΣΤΗ ΜΑΘΗΜΑΤΙΚΗ ΕΠΙΣΤΗΜΗ (1836-1985)","abstract":"THIS STUDY EXAMINES THE DEVELOPMENT OF GREEK SECONDARY SCHOOL MATHEMATICS EDUCATION FROM A HISTORICAL-INVESTIGATORY POINT OF VIEW .WE TRY TO DETERMINE SOME TRENDS AND CHARACTERISTICS OF SCHOOL MATHEMATICS IN CONTEMPORARY GREECE, SINCE THE ERA IN WHICH THE SECONDARY EDUCATION SYSTEM WAS ESTABLISHED (1836) UP TO OUR DAYS (1985). FOR THIS PURPOSE WE DESCRIBE AND ANALYSE SOME BASIC INGREDIENTS OFMATHEMATICS CURRICULUM WHICH CONTRIBUTED TO THE SHAPING OF IDENTITY OF MATHEMATICS AS A SCHOOL SUBJECT DURING THE LAST 150 YEARS. THESE INGREDIENTS ARE: 1) THE DISTRIBUTION OF TEACHING HOURS IN THE SYLLABI 2) THE DEVELOPMENT OF THE CONTENT IN THE SYLLABI 3) THE ARRANGEMENT OF THE MATERIAL IN THE SYLLABI 4) THE AIMS OF MATHEMATICS EDUCATION 5) THE TEACHING METHODS 6) THE FORMS OF PRESENTATIONOF THE MATHEMATICAL CONTENT THROUGH TEXTBOOKS. ON THE BASIS OF THE PRECEDING ANALYSIS OF VARIOUS DATA AND FACTS THE TRENDS AND CHANGES ARE INTERPRETED AND EXPLAINED IN THE SEQUEL. IT IS THROUGH THIS STUDY THAT WE BEST COME TO UNDERSTANDTHE SUBJECT'S COMPLEXITY AND OF HOW MATHEMATICS EDUCATION INTERACTS WITH SOCIETY. DEVELOPMENTS IN SCHOOL MATHEMATICS ARE INVESTIGATED WITHIN ITS BROADER SOCIAL-HISTORICAL CONTEXT AND THE IMPACT OF INNER AND EXTERNAL FACTORS ON MATHEMATICS EDUCATION ARE SEARCHED OUT. THE DEVELOPMENTS IN GENERAL EDUCATION AND WITHINMATHEMATICS ITSELF IN A LOCAL OR UNIVERSAL LEVEL ARE INVESTIGATED AMONG INNER FACTORS. ON THE OTHER HAND ECONOMICAL, POLITICAL, SOCIAL, AND CULTURAL FACTORS ARE ALSO EXAMINED AMONG THE VARIOUS EXTERNAL FACTORS WHICH SHAPED THE RELEVANT SETTINGS WHICH ALLOW ONE TO SEE HOW MATHEMATICS EDUCATION IN GREECE HAD INTERACTED WITH, AND RESPONDED TO, SEVERAL CHANGES.","abstract_html":"THIS STUDY EXAMINES THE DEVELOPMENT OF GREEK SECONDARY SCHOOL MATHEMATICS EDUCATION FROM A HISTORICAL-INVESTIGATORY POINT OF VIEW .WE TRY TO DETERMINE SOME TRENDS AND CHARACTERISTICS OF SCHOOL MATHEMATICS IN CONTEMPORARY GREECE, SINCE THE ERA IN WHICH THE SECONDARY EDUCATION SYSTEM WAS ESTABLISHED (1836) UP TO OUR DAYS (1985). FOR THIS PURPOSE WE DESCRIBE AND ANALYSE SOME BASIC INGREDIENTS OFMATHEMATICS CURRICULUM WHICH CONTRIBUTED TO THE SHAPING OF IDENTITY OF MATHEMATICS AS A SCHOOL SUBJECT DURING THE LAST 150 YEARS. THESE INGREDIENTS ARE: 1) THE DISTRIBUTION OF TEACHING HOURS IN THE SYLLABI 2) THE DEVELOPMENT OF THE CONTENT IN THE SYLLABI 3) THE ARRANGEMENT OF THE MATERIAL IN THE SYLLABI 4) THE AIMS OF MATHEMATICS EDUCATION 5) THE TEACHING METHODS 6) THE FORMS OF PRESENTATIONOF THE MATHEMATICAL CONTENT THROUGH TEXTBOOKS. ON THE BASIS OF THE PRECEDING ANALYSIS OF VARIOUS DATA AND FACTS THE TRENDS AND CHANGES ARE INTERPRETED AND EXPLAINED IN THE SEQUEL. IT IS THROUGH THIS STUDY THAT WE BEST COME TO UNDERSTANDTHE SUBJECT'S COMPLEXITY AND OF HOW MATHEMATICS EDUCATION INTERACTS WITH SOCIETY. DEVELOPMENTS IN SCHOOL MATHEMATICS ARE INVESTIGATED WITHIN ITS BROADER SOCIAL-HISTORICAL CONTEXT AND THE IMPACT OF INNER AND EXTERNAL FACTORS ON MATHEMATICS EDUCATION ARE SEARCHED OUT. THE DEVELOPMENTS IN GENERAL EDUCATION AND WITHINMATHEMATICS ITSELF IN A LOCAL OR UNIVERSAL LEVEL ARE INVESTIGATED AMONG INNER FACTORS. ON THE OTHER HAND ECONOMICAL, POLITICAL, SOCIAL, AND CULTURAL FACTORS ARE ALSO EXAMINED AMONG THE VARIOUS EXTERNAL FACTORS WHICH SHAPED THE RELEVANT SETTINGS WHICH ALLOW ONE TO SEE HOW MATHEMATICS EDUCATION IN GREECE HAD INTERACTED WITH, AND RESPONDED TO, SEVERAL CHANGES.","abstract_has_math":false,"creators":["Τουμάσης, Χαράλαμπος"],"institution":"University of Patras","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":1990,"date_issued":"1990","date_published":"1990","updated_at":"2026-07-24T02:24:56Z","subjects":["ΑΝΑΛΥΤΙΚΑ ΚΑΙ ΩΡΟΛΟΓΙΑ ΠΡΟΓΡΑΜΜΑΤΑ ΜΑΘΗΜΑΤΙΚΩΝ","ΔΙΔΑΣΚΑΛΙΑ ΤΩΝ ΜΑΘΗΜΑΤΙΚΩΝ ΣΤΗΝ Β/ΜΙΑ ΕΚΠΑΙΔΕΥΣ","ΔΙΕΘΝΕΙΣ ΕΞΕΛΙΞΕΙΣ ΣΤΑ ΜΑΘΗΜΑΤΙΚΑ ΚΛΠ","Η ΑΠΟΔΕΙΞΗ ΣΤΑ ΣΧΟΛΙΚΑ ΒΙΒΛΙΑ ΜΑΘΗΜΑΤΙΚΩΝ","ΜΑΘΗΜΑΤΙΚΑ ΣΤΗ ΔΕΥΤΕΡΟΒΑΘΜΙΑ ΕΚΠΑΙΔΕΥΣΗ","ΠΕΡΙΕΧΟΜΕΝΟ ΣΧΟΛΙΚΩΝ ΜΑΘΗΜΑΤΙΚΩΝ","ΣΧΟΛΙΚΑ ΒΙΒΛΙΑ ΜΑΘΗΜΑΤΙΚΩΝ","MATHEMATICS CURRICULUM","Mathematics textbooks","PROOF IN THE MATHEMATICS TEXTBOOKS","REFORMS & CHANGES IN GREEK MATHEMATICS EDUCATIO","SCHOOL MATHEMATICS CONTENT","Secondary school mathematics","SECONDARY SCHOOL MATHEMATICS INSTRUCTION","Φυσικές Επιστήμες","Μαθηματικά","Natural Sciences","Mathematics"],"languages":["gre"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["10.12681/eadd/1417"],"render_values":[{"text":"10.12681/eadd/1417","href":"https://doi.org/10.12681/eadd/1417","code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/10442/hedi/1417","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Τουμάσης, Χαράλαμπος"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["1990"]},{"key":"dc:publisher","label":"Institution","values":["University of Patras","Πανεπιστήμιο Πατρών"]},{"key":"dc:type","label":"Dc Type","values":["PhD Thesis"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["ΑΝΑΛΥΤΙΚΑ ΚΑΙ ΩΡΟΛΟΓΙΑ ΠΡΟΓΡΑΜΜΑΤΑ ΜΑΘΗΜΑΤΙΚΩΝ","ΔΙΔΑΣΚΑΛΙΑ ΤΩΝ ΜΑΘΗΜΑΤΙΚΩΝ ΣΤΗΝ Β/ΜΙΑ ΕΚΠΑΙΔΕΥΣ","ΔΙΕΘΝΕΙΣ ΕΞΕΛΙΞΕΙΣ ΣΤΑ ΜΑΘΗΜΑΤΙΚΑ ΚΛΠ","Η ΑΠΟΔΕΙΞΗ ΣΤΑ ΣΧΟΛΙΚΑ ΒΙΒΛΙΑ ΜΑΘΗΜΑΤΙΚΩΝ","ΜΑΘΗΜΑΤΙΚΑ ΣΤΗ ΔΕΥΤΕΡΟΒΑΘΜΙΑ ΕΚΠΑΙΔΕΥΣΗ","ΠΕΡΙΕΧΟΜΕΝΟ ΣΧΟΛΙΚΩΝ ΜΑΘΗΜΑΤΙΚΩΝ","ΣΧΟΛΙΚΑ ΒΙΒΛΙΑ ΜΑΘΗΜΑΤΙΚΩΝ","MATHEMATICS CURRICULUM","Mathematics textbooks","PROOF IN THE MATHEMATICS TEXTBOOKS","REFORMS & CHANGES IN GREEK MATHEMATICS EDUCATIO","SCHOOL MATHEMATICS CONTENT","Secondary school mathematics","SECONDARY SCHOOL MATHEMATICS INSTRUCTION","Φυσικές Επιστήμες","Μαθηματικά","Natural Sciences","Mathematics"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["gre"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["10.12681/eadd/1417","http://hdl.handle.net/10442/hedi/1417"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["THIS STUDY EXAMINES THE DEVELOPMENT OF GREEK SECONDARY SCHOOL MATHEMATICS EDUCATION FROM A HISTORICAL-INVESTIGATORY POINT OF VIEW .WE TRY TO DETERMINE SOME TRENDS AND CHARACTERISTICS OF SCHOOL MATHEMATICS IN CONTEMPORARY GREECE, SINCE THE ERA IN WHICH THE SECONDARY EDUCATION SYSTEM WAS ESTABLISHED (1836) UP TO OUR DAYS (1985). FOR THIS PURPOSE WE DESCRIBE AND ANALYSE SOME BASIC INGREDIENTS OFMATHEMATICS CURRICULUM WHICH CONTRIBUTED TO THE SHAPING OF IDENTITY OF MATHEMATICS AS A SCHOOL SUBJECT DURING THE LAST 150 YEARS. THESE INGREDIENTS ARE: 1) THE DISTRIBUTION OF TEACHING HOURS IN THE SYLLABI 2) THE DEVELOPMENT OF THE CONTENT IN THE SYLLABI 3) THE ARRANGEMENT OF THE MATERIAL IN THE SYLLABI 4) THE AIMS OF MATHEMATICS EDUCATION 5) THE TEACHING METHODS 6) THE FORMS OF PRESENTATIONOF THE MATHEMATICAL CONTENT THROUGH TEXTBOOKS. ON THE BASIS OF THE PRECEDING ANALYSIS OF VARIOUS DATA AND FACTS THE TRENDS AND CHANGES ARE INTERPRETED AND EXPLAINED IN THE SEQUEL. IT IS THROUGH THIS STUDY THAT WE BEST COME TO UNDERSTANDTHE SUBJECT'S COMPLEXITY AND OF HOW MATHEMATICS EDUCATION INTERACTS WITH SOCIETY. DEVELOPMENTS IN SCHOOL MATHEMATICS ARE INVESTIGATED WITHIN ITS BROADER SOCIAL-HISTORICAL CONTEXT AND THE IMPACT OF INNER AND EXTERNAL FACTORS ON MATHEMATICS EDUCATION ARE SEARCHED OUT. THE DEVELOPMENTS IN GENERAL EDUCATION AND WITHINMATHEMATICS ITSELF IN A LOCAL OR UNIVERSAL LEVEL ARE INVESTIGATED AMONG INNER FACTORS. ON THE OTHER HAND ECONOMICAL, POLITICAL, SOCIAL, AND CULTURAL FACTORS ARE ALSO EXAMINED AMONG THE VARIOUS EXTERNAL FACTORS WHICH SHAPED THE RELEVANT SETTINGS WHICH ALLOW ONE TO SEE HOW MATHEMATICS EDUCATION IN GREECE HAD INTERACTED WITH, AND RESPONDED TO, SEVERAL CHANGES.","Η ΕΡΓΑΣΙΑ ΑΥΤΗ ΑΠΟΤΕΛΕΙ ΜΙΑ ΙΣΤΟΡΙΚΟΔΙΕΡΕΥΝΗΤΙΚΗ ΠΡΟΣΕΓΓΙΣΗ ΤΗΣ ΕΞΕΛΙΞΗΣ ΤΗΣ ΔΕΥΤΕΡΟΒΑΘΜΙΑΣ ΜΑΘΗΜΑΤΙΚΗΣ ΕΚΠΑΙΔΕΥΣΗΣ ΣΤΗ ΝΕΟΤΕΡΗ ΕΛΛΑΔΑ. ΓΙΑ ΤΟ ΣΚΟΠΟ ΑΥΤΟ: Α) ΠΡΟΣΔΙΟΡΙΖΟΝΤΑΙ ΟΡΙΣΜΕΝΑ ΧΑΡΑΚΤΗΡΙΣΤΙΚΑ ΚΑΙ ΤΑΣΕΙΣ ΠΟΥ ΠΑΡΟΥΣΙΑΣΕ ΤΟ ΜΑΘΗΜΑ ΤΩΝΜΑΘΗΜΑΤΙΚΩΝ ΣΤΗΝ ΕΛΛΗΝΙΚΗ ΔΕΥΤΕΡΟΒΑΘΜΙΑ ΕΚΠΑΙΔΕΥΣΗ ΣΤΗΝ ΙΣΤΟΡΙΚΗ ΤΟΥ ΠΟΡΕΙΑ ΕΞΕΛΙΞΗΣ ΑΠΟ ΤΟΤΕ ΠΟΥ ΟΡΓΑΝΩΘΗΚΕ ΓΙΑ ΠΡΩΤΗ ΦΟΡΑ ΣΕ ΜΑΘΗΜΑ (1836) ΜΕΧΡΙ ΤΙΣ ΜΕΡΕΣ ΜΑΣ (1985). Η ΠΡΟΣΠΑΘΕΙΑ ΑΥΤΗ ΒΑΣΙΖΕΤΑΙ ΣΤΗΝ ΑΝΑΛΥΣΗ ΟΡΙΣΜΕΝΩΝ ΣΥΣΤΑΤΙΚΩΝ ΣΤΟΙΧΕΙΩΝ ΤΟΥ ΜΑΘΗΜΑΤΟΣ, ΠΟΥ ΔΙΑΜΟΡΦΩΣΑΝ ΚΑΘΟΡΙΣΤΙΚΑ ΤΗ ΦΥΣΙΟΓΝΩΜΙΑ ΤΟΥ ΟΛΗ ΑΥΤΗΝ ΤΗΝ ΠΕΡΙΟΔΟ. ΤΑ ΣΥΣΤΑΤΙΚΑ ΑΥΤΑ ΕΙΝΑΙ: 1) Η ΚΑΤΑΝΟΜΗ ΤΟΥ ΧΡΟΝΟΥ ΣΤΑ ΠΡΟΓΡΑΜΜΑΤΑ. 2) Η ΕΞΕΛΙΞΗ ΤΟΥ ΠΕΡΙΕΧΟΜΕΝΟΥ ΣΤΑ ΠΡΟΓΡΑΜΜΑΤΑ 3) Η ΟΡΓΑΝΩΣΗ ΤΟΥ ΜΑΘΗΜΑΤΟΣ ΣΤΑ ΠΡΟΓΡΑΜΜΑΤΑ 4) ΟΙ ΣΚΟΠΟΙ ΤΟΥ ΜΑΘΗΜΑΤΟΣ ΣΤΑ ΠΡΟΓΡΑΜΜΑΤΑ 5) Η ΜΕΘΟΔΟΣ ΔΙΔΑΣΚΑΛΙΑΣ ΤΟΥ ΜΑΘΗΜΑΤΟΣ 6) ΟΙ ΜΟΡΦΕΣ ΠΑΡΟΥΣΙΑΣΗΣ ΤΟΥ ΜΑΘΗΜΑΤΙΚΟΥ ΠΕΡΙΕΧΟΜΕΝΟΥ ΣΤΑ ΔΙΔΑΚΤΙΚΑ ΒΙΒΛΙΑ. Β) ΜΕ ΒΑΣΗ ΤΗΝ ΠΑΡΑΠΑΝΩ ΑΝΑΛΥΣΗ ΤΩΝ ΔΕΔΟΜΕΝΩΝ ΕΡΜΗΝΕΥΟΝΤΑΙ ΣΤΗ ΣΥΝΕΧΕΙΑ ΑΥΤΕΣ ΟΙ ΤΑΣΕΙΣ ΚΑΙ ΑΛΛΑΓΕΣ ΠΟΥ ΕΝΤΟΠΙΣΤΗΚΑΝ ΜΕΣΑ ΑΠΟ ΤΗ ΔΙΕΡΕΥΝΗΣΗ ΚΑΙ ΑΝΑΖΗΤΗΣΗ ΤΩΝ ΕΠΙΔΡΑΣΕΩΝ ΠΟΥ ΥΦΙΣΤΑΤΑΙ Η ΜΑΘΗΜΑΤΙΚΗ ΕΚΠΑΙΔΕΥΣΗ ΑΠΟ ΕΣΩΤΕΡΙΚΟΥΣ ΚΑΙ ΕΞΩΤΕΡΙΚΟΥΣ ΠΑΡΑΓΟΝΤΕΣ. ΑΠΟ ΤΟΥΣ ΕΣΩΤΕΡΙΚΟΥΣ ΠΑΡΑΓΟΝΤΕΣ ΔΙΕΡΕΥΝΩΝΤΑΙ ΚΥΡΙΩΣ ΟΙ ΕΞΕΛΙΞΕΙΣ ΣΤΟΝ ΕΚΠΑΙΔΕΥΤΙΚΟ ΧΩΡΟ ΚΑΙ ΜΕΣΑ ΣΤΟ ΕΣΩΤΕΡΙΚΟ ΤΗΣ ΜΑΘΗΜΑΤΙΚΗΣ ΕΠΙΣΤΗΜΗΣ ΣΕ ΤΟΠΙΚΟ ΚΑΙ ΠΑΓΚΟΣΜΙΟ ΕΠΙΠΕΔΟ. ΩΣ ΕΞΩΤΕΡΙΚΟΙ ΠΑΡΑΓΟΝΤΕΣ ΔΙΕΡΕΥΝΩΝΤΑΙ ΟΙ ΟΙΚΟΝΟΜΙΚΕΣ, ΠΟΛΙΤΙΚΕΣ, ΚΟΙΝΩΝΙΚΕΣ ΚΑΙ ΠΟΛΙΤΙΣΤΙΚΕΣ ΠΑΡΑΜΕΤΡΟΙ ΠΟΥ ΔΙΑΜΟΡΦΩΝΑΝ ΚΑΘΕ ΦΟΡΑ ΤΟ ΠΛΑΙΣΙΟ ΜΕΣΑ ΣΤΟ ΟΠΟΙΟ ΟΦΕΙΛΕ ΝΑ ΕΞΕΛΙΧΘΕΙ Η ΜΑΘΗΜΑΤΙΚΗ ΕΚΠΑΙΔΕΥΣΗ."]},{"key":"dc:title","label":"Title","values":["ΤΑΣΕΙΣ ΚΑΙ ΧΑΡΑΚΤΗΡΙΣΤΙΚΑ ΤΩΝ ΣΧΟΛΙΚΩΝ ΜΑΘΗΜΑΤΙΚΩΝ Β/ΜΙΑΣ ΕΚΠΑΙΔΕΥΣΗΣ ΣΤΗ ΝΕΩΤΕΡΗ ΕΛΛΑΔΑ, ΣΕ ΣΧΕΣΗ ΜΕ ΚΟΙΝΩΝΙΚΟΟΙΚΟΝΟΜΙΚΕΣ ΑΛΛΑΓΕΣ ΚΑΙ ΤΙΣ ΕΞΕΛΙΞΕΙΣ ΣΤΗ ΜΑΘΗΜΑΤΙΚΗ ΕΠΙΣΤΗΜΗ (1836-1985)","TRENDS AND CHARACTERISTICS OF SECONDARY SCHOOL MATHEMATICS IN NEW GREECE, IN RELATION TO SOCIO-ECONOMIC CHANGES AND THE DEVELOPMENTS OF THE MATHEMATICAL SCIENCE (1836-1985)"]}]}],"canonical_facts":{"dc:creator":["Τουμάσης, Χαράλαμπος"],"dc:date":["1990"],"dc:description":["THIS STUDY EXAMINES THE DEVELOPMENT OF GREEK SECONDARY SCHOOL MATHEMATICS EDUCATION FROM A HISTORICAL-INVESTIGATORY POINT OF VIEW .WE TRY TO DETERMINE SOME TRENDS AND CHARACTERISTICS OF SCHOOL MATHEMATICS IN CONTEMPORARY GREECE, SINCE THE ERA IN WHICH THE SECONDARY EDUCATION SYSTEM WAS ESTABLISHED (1836) UP TO OUR DAYS (1985). FOR THIS PURPOSE WE DESCRIBE AND ANALYSE SOME BASIC INGREDIENTS OFMATHEMATICS CURRICULUM WHICH CONTRIBUTED TO THE SHAPING OF IDENTITY OF MATHEMATICS AS A SCHOOL SUBJECT DURING THE LAST 150 YEARS. THESE INGREDIENTS ARE: 1) THE DISTRIBUTION OF TEACHING HOURS IN THE SYLLABI 2) THE DEVELOPMENT OF THE CONTENT IN THE SYLLABI 3) THE ARRANGEMENT OF THE MATERIAL IN THE SYLLABI 4) THE AIMS OF MATHEMATICS EDUCATION 5) THE TEACHING METHODS 6) THE FORMS OF PRESENTATIONOF THE MATHEMATICAL CONTENT THROUGH TEXTBOOKS. ON THE BASIS OF THE PRECEDING ANALYSIS OF VARIOUS DATA AND FACTS THE TRENDS AND CHANGES ARE INTERPRETED AND EXPLAINED IN THE SEQUEL. IT IS THROUGH THIS STUDY THAT WE BEST COME TO UNDERSTANDTHE SUBJECT'S COMPLEXITY AND OF HOW MATHEMATICS EDUCATION INTERACTS WITH SOCIETY. DEVELOPMENTS IN SCHOOL MATHEMATICS ARE INVESTIGATED WITHIN ITS BROADER SOCIAL-HISTORICAL CONTEXT AND THE IMPACT OF INNER AND EXTERNAL FACTORS ON MATHEMATICS EDUCATION ARE SEARCHED OUT. THE DEVELOPMENTS IN GENERAL EDUCATION AND WITHINMATHEMATICS ITSELF IN A LOCAL OR UNIVERSAL LEVEL ARE INVESTIGATED AMONG INNER FACTORS. ON THE OTHER HAND ECONOMICAL, POLITICAL, SOCIAL, AND CULTURAL FACTORS ARE ALSO EXAMINED AMONG THE VARIOUS EXTERNAL FACTORS WHICH SHAPED THE RELEVANT SETTINGS WHICH ALLOW ONE TO SEE HOW MATHEMATICS EDUCATION IN GREECE HAD INTERACTED WITH, AND RESPONDED TO, SEVERAL CHANGES.","Η ΕΡΓΑΣΙΑ ΑΥΤΗ ΑΠΟΤΕΛΕΙ ΜΙΑ ΙΣΤΟΡΙΚΟΔΙΕΡΕΥΝΗΤΙΚΗ ΠΡΟΣΕΓΓΙΣΗ ΤΗΣ ΕΞΕΛΙΞΗΣ ΤΗΣ ΔΕΥΤΕΡΟΒΑΘΜΙΑΣ ΜΑΘΗΜΑΤΙΚΗΣ ΕΚΠΑΙΔΕΥΣΗΣ ΣΤΗ ΝΕΟΤΕΡΗ ΕΛΛΑΔΑ. ΓΙΑ ΤΟ ΣΚΟΠΟ ΑΥΤΟ: Α) ΠΡΟΣΔΙΟΡΙΖΟΝΤΑΙ ΟΡΙΣΜΕΝΑ ΧΑΡΑΚΤΗΡΙΣΤΙΚΑ ΚΑΙ ΤΑΣΕΙΣ ΠΟΥ ΠΑΡΟΥΣΙΑΣΕ ΤΟ ΜΑΘΗΜΑ ΤΩΝΜΑΘΗΜΑΤΙΚΩΝ ΣΤΗΝ ΕΛΛΗΝΙΚΗ ΔΕΥΤΕΡΟΒΑΘΜΙΑ ΕΚΠΑΙΔΕΥΣΗ ΣΤΗΝ ΙΣΤΟΡΙΚΗ ΤΟΥ ΠΟΡΕΙΑ ΕΞΕΛΙΞΗΣ ΑΠΟ ΤΟΤΕ ΠΟΥ ΟΡΓΑΝΩΘΗΚΕ ΓΙΑ ΠΡΩΤΗ ΦΟΡΑ ΣΕ ΜΑΘΗΜΑ (1836) ΜΕΧΡΙ ΤΙΣ ΜΕΡΕΣ ΜΑΣ (1985). Η ΠΡΟΣΠΑΘΕΙΑ ΑΥΤΗ ΒΑΣΙΖΕΤΑΙ ΣΤΗΝ ΑΝΑΛΥΣΗ ΟΡΙΣΜΕΝΩΝ ΣΥΣΤΑΤΙΚΩΝ ΣΤΟΙΧΕΙΩΝ ΤΟΥ ΜΑΘΗΜΑΤΟΣ, ΠΟΥ ΔΙΑΜΟΡΦΩΣΑΝ ΚΑΘΟΡΙΣΤΙΚΑ ΤΗ ΦΥΣΙΟΓΝΩΜΙΑ ΤΟΥ ΟΛΗ ΑΥΤΗΝ ΤΗΝ ΠΕΡΙΟΔΟ. ΤΑ ΣΥΣΤΑΤΙΚΑ ΑΥΤΑ ΕΙΝΑΙ: 1) Η ΚΑΤΑΝΟΜΗ ΤΟΥ ΧΡΟΝΟΥ ΣΤΑ ΠΡΟΓΡΑΜΜΑΤΑ. 2) Η ΕΞΕΛΙΞΗ ΤΟΥ ΠΕΡΙΕΧΟΜΕΝΟΥ ΣΤΑ ΠΡΟΓΡΑΜΜΑΤΑ 3) Η ΟΡΓΑΝΩΣΗ ΤΟΥ ΜΑΘΗΜΑΤΟΣ ΣΤΑ ΠΡΟΓΡΑΜΜΑΤΑ 4) ΟΙ ΣΚΟΠΟΙ ΤΟΥ ΜΑΘΗΜΑΤΟΣ ΣΤΑ ΠΡΟΓΡΑΜΜΑΤΑ 5) Η ΜΕΘΟΔΟΣ ΔΙΔΑΣΚΑΛΙΑΣ ΤΟΥ ΜΑΘΗΜΑΤΟΣ 6) ΟΙ ΜΟΡΦΕΣ ΠΑΡΟΥΣΙΑΣΗΣ ΤΟΥ ΜΑΘΗΜΑΤΙΚΟΥ ΠΕΡΙΕΧΟΜΕΝΟΥ ΣΤΑ ΔΙΔΑΚΤΙΚΑ ΒΙΒΛΙΑ. Β) ΜΕ ΒΑΣΗ ΤΗΝ ΠΑΡΑΠΑΝΩ ΑΝΑΛΥΣΗ ΤΩΝ ΔΕΔΟΜΕΝΩΝ ΕΡΜΗΝΕΥΟΝΤΑΙ ΣΤΗ ΣΥΝΕΧΕΙΑ ΑΥΤΕΣ ΟΙ ΤΑΣΕΙΣ ΚΑΙ ΑΛΛΑΓΕΣ ΠΟΥ ΕΝΤΟΠΙΣΤΗΚΑΝ ΜΕΣΑ ΑΠΟ ΤΗ ΔΙΕΡΕΥΝΗΣΗ ΚΑΙ ΑΝΑΖΗΤΗΣΗ ΤΩΝ ΕΠΙΔΡΑΣΕΩΝ ΠΟΥ ΥΦΙΣΤΑΤΑΙ Η ΜΑΘΗΜΑΤΙΚΗ ΕΚΠΑΙΔΕΥΣΗ ΑΠΟ ΕΣΩΤΕΡΙΚΟΥΣ ΚΑΙ ΕΞΩΤΕΡΙΚΟΥΣ ΠΑΡΑΓΟΝΤΕΣ. ΑΠΟ ΤΟΥΣ ΕΣΩΤΕΡΙΚΟΥΣ ΠΑΡΑΓΟΝΤΕΣ ΔΙΕΡΕΥΝΩΝΤΑΙ ΚΥΡΙΩΣ ΟΙ ΕΞΕΛΙΞΕΙΣ ΣΤΟΝ ΕΚΠΑΙΔΕΥΤΙΚΟ ΧΩΡΟ ΚΑΙ ΜΕΣΑ ΣΤΟ ΕΣΩΤΕΡΙΚΟ ΤΗΣ ΜΑΘΗΜΑΤΙΚΗΣ ΕΠΙΣΤΗΜΗΣ ΣΕ ΤΟΠΙΚΟ ΚΑΙ ΠΑΓΚΟΣΜΙΟ ΕΠΙΠΕΔΟ. ΩΣ ΕΞΩΤΕΡΙΚΟΙ ΠΑΡΑΓΟΝΤΕΣ ΔΙΕΡΕΥΝΩΝΤΑΙ ΟΙ ΟΙΚΟΝΟΜΙΚΕΣ, ΠΟΛΙΤΙΚΕΣ, ΚΟΙΝΩΝΙΚΕΣ ΚΑΙ ΠΟΛΙΤΙΣΤΙΚΕΣ ΠΑΡΑΜΕΤΡΟΙ ΠΟΥ ΔΙΑΜΟΡΦΩΝΑΝ ΚΑΘΕ ΦΟΡΑ ΤΟ ΠΛΑΙΣΙΟ ΜΕΣΑ ΣΤΟ ΟΠΟΙΟ ΟΦΕΙΛΕ ΝΑ ΕΞΕΛΙΧΘΕΙ Η ΜΑΘΗΜΑΤΙΚΗ ΕΚΠΑΙΔΕΥΣΗ."],"dc:identifier":["10.12681/eadd/1417","http://hdl.handle.net/10442/hedi/1417"],"dc:language":["gre"],"dc:publisher":["University of Patras","Πανεπιστήμιο Πατρών"],"dc:subject":["ΑΝΑΛΥΤΙΚΑ ΚΑΙ ΩΡΟΛΟΓΙΑ ΠΡΟΓΡΑΜΜΑΤΑ ΜΑΘΗΜΑΤΙΚΩΝ","ΔΙΔΑΣΚΑΛΙΑ ΤΩΝ ΜΑΘΗΜΑΤΙΚΩΝ ΣΤΗΝ Β/ΜΙΑ ΕΚΠΑΙΔΕΥΣ","ΔΙΕΘΝΕΙΣ ΕΞΕΛΙΞΕΙΣ ΣΤΑ ΜΑΘΗΜΑΤΙΚΑ ΚΛΠ","Η ΑΠΟΔΕΙΞΗ ΣΤΑ ΣΧΟΛΙΚΑ ΒΙΒΛΙΑ ΜΑΘΗΜΑΤΙΚΩΝ","ΜΑΘΗΜΑΤΙΚΑ ΣΤΗ ΔΕΥΤΕΡΟΒΑΘΜΙΑ ΕΚΠΑΙΔΕΥΣΗ","ΠΕΡΙΕΧΟΜΕΝΟ ΣΧΟΛΙΚΩΝ ΜΑΘΗΜΑΤΙΚΩΝ","ΣΧΟΛΙΚΑ ΒΙΒΛΙΑ ΜΑΘΗΜΑΤΙΚΩΝ","MATHEMATICS CURRICULUM","Mathematics textbooks","PROOF IN THE MATHEMATICS TEXTBOOKS","REFORMS & CHANGES IN GREEK MATHEMATICS EDUCATIO","SCHOOL MATHEMATICS CONTENT","Secondary school mathematics","SECONDARY SCHOOL MATHEMATICS INSTRUCTION","Φυσικές Επιστήμες","Μαθηματικά","Natural Sciences","Mathematics"],"dc:title":["ΤΑΣΕΙΣ ΚΑΙ ΧΑΡΑΚΤΗΡΙΣΤΙΚΑ ΤΩΝ ΣΧΟΛΙΚΩΝ ΜΑΘΗΜΑΤΙΚΩΝ Β/ΜΙΑΣ ΕΚΠΑΙΔΕΥΣΗΣ ΣΤΗ ΝΕΩΤΕΡΗ ΕΛΛΑΔΑ, ΣΕ ΣΧΕΣΗ ΜΕ ΚΟΙΝΩΝΙΚΟΟΙΚΟΝΟΜΙΚΕΣ ΑΛΛΑΓΕΣ ΚΑΙ ΤΙΣ ΕΞΕΛΙΞΕΙΣ ΣΤΗ ΜΑΘΗΜΑΤΙΚΗ ΕΠΙΣΤΗΜΗ (1836-1985)","TRENDS AND CHARACTERISTICS OF SECONDARY SCHOOL MATHEMATICS IN NEW GREECE, IN RELATION TO SOCIO-ECONOMIC CHANGES AND THE DEVELOPMENTS OF THE MATHEMATICAL SCIENCE (1836-1985)"],"dc:type":["PhD Thesis"]},"updated_at":"2026-07-24T02:24:56Z"}