history of math

The evolution of mathematics might be seen as an ever-increasing series of abstractions, or alternatively an expansion of subject matter. The first abstraction, which is shared by many animals, was probably that of numbers: the realization that a collection of two apples and a collection of two oranges (for example) have something in common, namely quantity of their members.
In addition to recognizing how to count physical objects, prehistoric peoples also recognized how to count abstract quantities, like time – days, seasons, years Elementary arithmetic (addition, subtraction, multiplication and division) naturally followed.
Since numeracy pre-dated writing, further steps were needed for recording numbers such as tallies or the knotted strings called quipu used by the Inca to store numerical data. Numeral systems have been many and diverse, with the first known written numerals created by Egyptians in Middle Kingdom texts such as the Rhind Mathematical Papyrus.
The earliest uses of mathematics were in trading, land measurement, painting and weaving patterns and the recording of time. More complex mathematics did not appear until around 3000 BC, when the Babylonians and Egyptians began using arithmetic, algebra and geometry for taxation and other financial calculations, for building and construction, and for astronomy. The systematic study of mathematics in its own right began with the Ancient Greeks between 600 and 300 BC^.
Mathematics has since been greatly extended, and there has been a fruitful interaction between mathematics and science, to the benefit of both. Mathematical discoveries continue to be made today. According to Mikhail B. Sevryuk, in the January 2006 issue of the Bulletin of the American Mathematical Society, "The number of papers and books included in the Mathematical Reviews database since 1940 (the first year of operation of MR) is now more than 1.9 million, and more than 75 thousand items are added to the database each year. The overwhelming majority of works in this ocean contain new mathematical theorems and their proofs."

history and development of school

The concept of grouping students together in a centralized location for learning has existed since Classical antiquity. Formal schools have existed at least since ancient Greece (see Academy), ancient Rome (see Education in Ancient Rome) ancient India (see Gurukul), and ancient China (see History of education in China). The Byzantine Empire had an established schooling system beginning at the primary level. According to Traditions and Encounters, the founding of the primary education system began in 425 A.D. and "... military personnel usually had at least a primary education ...". The sometimes efficient and often large government of the Empire meant that educated citizens were a must. Although Byzantium lost much of the grandeur of Roman culture and extravagance in the process of surviving, the Empire emphasized efficiency in its war manuals. The Byzantine education system continued until the empire's collapse in 1453 AD.
Islam was another culture that developed a school system in the modern sense of the word. Emphasis was put on knowledge, which required a systematic way of teaching and spreading knowledge, and purpose-built structures. At first, mosques combined both religious performance and learning activities, but by the ninth century, the Madrassa was introduced, a proper school that was built independently from the mosque. They were also the first to make the Madrassa system a public domain under the control of the Caliph. The Nizamiyya madrasa is considered by consensus of scholars to be the earliest surviving school, built towards 1066 CE by Emir Nizam Al-Mulk.
Under the Ottomans, the towns of Bursa and Edirne became the main centers of learning. The Ottoman system of Kulliye, a building complex containing a mosque, a hospital, madrassa, and public kitchen and dining areas, revolutionized the education system, making learning accessible to a wider public through its free meals, health care and sometimes free accommodation.

The nineteenth century historian, Scott holds that a remarkable correspondence exists between the procedure established by those institutions and the methods of the present day. They had their collegiate courses, their prizes for proficiency in scholarship, their oratorical and poetical contests, their commencements and their degrees. In the department of medicine, a severe and prolonged examination, conducted by the most eminent physicians of the capital, was exacted of all candidates desirous of practicing their profession, and such as were unable to stand the test were formally pronounced incompetent.

In Europe during the Middle Ages and much of the Early Modern period, the main purpose of schools (as opposed to universities) was to teach the Latin language. This led to the term grammar school, which in the United States informally refers to a primary school, but in the United Kingdom means a school that selects entrants based on ability or aptitude. Following this, the school curriculum has gradually broadened to include literacy in the vernacular language as well as technical, artistic, scientific and practical subjects.

Many of the earlier public schools in the United States were one-room schools where a single teacher taught seven grades of boys and girls in the same classroom. Beginning in the 1920s, one-room schools were consolidated into multiple classroom facilities with transportation increasingly provided by kid hacks and school buses.

what is school?

A school is an institution designed for the teaching of students (or "pupils") under the supervision of teachers. Most countries have systems of formal education, which is commonly compulsory. In these systems, students progress through a series of schools. The names for these schools vary by country (discussed in the Regional section below), but generally include primary school for young children and secondary school for teenagers who have completed primary education.
In addition to these core schools, students in a given country may also attend schools before and after primary and secondary education. Kindergarten or pre-school provide some schooling to very young children (typically ages 3–5). University, vocational school, college or seminary may be available after secondary school. A school may also be dedicated to one particular field, such as a school of economics or a school of dance. Alternative schools may provide nontraditional curriculum and methods.
There are also non-government schools, called private schools. Private schools may be for children with special needs when the government does not supply for them; religious, such as Christian schools, hawzas, yeshivas, and others; or schools that have a higher standard of education or seek to foster other personal achievements. Schools for adults include institutions of corporate training and Military education and training.
In homeschooling and online schools, teaching and learning take place outside of a traditional school building

the history of education

The history of education according to Dieter Lenzen, president of the Freie Universität Berlin 1994, "began either millions of years ago or at the end of 1770". Education as a science cannot be separated from the educational traditions that existed before. Adults trained the young of their society in the knowledge and skills they would need to master and eventually pass on. The evolution of culture, and human beings as a species depended on this practice of transmitting knowledge. In pre-literate societies this was achieved orally and through imitation. Story-telling continued from one generation to the next. Oral language developed into written symbols and letters. The depth and breadth of knowledge that could be preserved and passed soon increased exponentially. When cultures began to extend their knowledge beyond the basic skills of communicating, trading, gathering food, religious practices, etc., formal education, and schooling, eventually followed. Schooling in this sense was already in place in Egypt between 3000 and 500BC.

Nowadays some kind of education is compulsory to all people in most countries. Due to population growth and the proliferation of compulsory education, UNESCO has calculated that in the next 30 years more people will receive formal education than in all of human history thus far.