A History of the "new Mathematics" Movement and Its Relationship with Current Mathematical Reform

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University Press of America, 2003 - Education - 158 pages
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A History of the 'New Mathematics' Movement and its Relationship with Current Mathematical Reform provides a history of the 'new mathematics' movement of the 1950s, 1960s, and early 1970s in the United States and relates it to current mathematics curricular reform. The history of the 'new math' education movement is explained in terms of the general curriculum in schools, the mathematics curriculum, the teaching standards, and the pedagogical techniques used. A complete analysis of the history of the 'new math' movement was accomplished by separately investigating major and minor 'new math' projects. In conjunction, the aftermath of the 'new math' movement is explained providing suggestions as to why this movement is often seen as having failed. A short history of reform from the 1970s to the present is provided. Finally, the book compares the 'new mathematics' movement with the current mathematics reform movement led by the National Council of Teachers of Mathematics.
 

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Contents

Introduction
6
New Mathematics History
9
Historical Context
10
General Curriculum
16
Mathematics Curriculum
18
Teaching Standards
22
Pedagogical Techniques
24
New Mathematics Projects
29
Effects and Aftermath of the New Math
75
Teacher Standards Changes in the 1960s70s
76
Aftermath
81
Reform From the Mid 1960s to the Present
89
Connections with the Standards
95
Historical context
99
Pedagogical Similarities and Difference
103
Teaching Standards Similarities and Differences
106

University of Illinois Committee on School Mathematics
31
University of Maryland Mathematics Project
38
The Commission on Mathematics of the College Entrance Examination Board
40
School Mathematics Study Group
43
The Greater Cleveland Mathematics Project
49
The Syracuse University Webster College Madison Project
51
Comprehensive School Mathematics Project
56
Minor Projects
58
Curriculum Groups
66
Similarities among the projects
72
Content Similarities and Differences of the Mathematics Curriculum
109
Assessment Similarities and Differences
114
Summary
116
Conclusion
119
Appendix A A summary of the content in the 1989 Standards
125
Appendix B A summary of the content in the 2000 Standards
127
Appendix C A Glossary of Acronyms
128
Notes
129
Index
155
Copyright

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About the author (2003)

Angela Lynn Evans Walmsley is Assistant Professor in the Department of Research Methodology at Saint Louis University. Previously, she was a middle school and high school mathematics teacher. She holds a bachelor's degree in mathematics, a master's degree in mathematics education, and a doctoral degree in curriculum and instruction. Her interests include mathematics education, pre-service teacher education, and educational research.

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