The Abacus and the Numeral Frame - Early Use of the Numeral Frame
Various forms of the abacus have been and still are used in arithmetic teaching. From the late 1830s, many American schools purchased numeral frames. These demonstration devices had one or more wires strung with beads that moved crosswise, as on a Russian abacus. The instrument apparently developed independently in France and in England, and was brought to the US from both countries. Teachers used numeral frames to introduce young students to counting, addition, subtraction, multiplication and fractions.
"The Abacus and the Numeral Frame - Early Use of the Numeral Frame" showing 1 items.
Teaching Abacus, or Numeral Frame
- Description
- To teach children basic arithmetic, 19th-century teachers used numeral frames like this one. They resemble a Russian abacus, in that beads move crosswise. However, each bead represents a unit digit (unlike the abacus, where beads in different rows or columns have different place values).
- Soldiers returning from Russia after the Napoleonic Wars introduced this kind of abacus into France. In England, teacher and educational reformer Samuel Wilderspin promoted its use. Educators from both France and England brought it to the U. S., where it began to sell commercially in the late 1820s.
- Some numeral frames were purchased and others homemade. The device was used to teach counting, simple addition, multiplication, and fractions. Most early numeral frames had 12 or 10 beads in a row. This one has 8 parallel copper wires, each with 18 beads. The instrument was used in Mexico. It came to the Smithsonian in 1979. There are no maker’s marks.
- Reference: P. A. Kidwell, Amy Ackerberg-Hastings, and D. L. Roberts, Tools of American Mathematics Teaching, Baltimore: Johns Hopkins University Press, 2008, pp. 87-104.
- Location
- Currently not on view
- ID Number
- 1979.0693.01
- catalog number
- 1979.0693.01
- accession number
- 1979.0693
- Data Source
- National Museum of American History, Kenneth E. Behring Center