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

Angela Lynn Evans Walmsley

University Press of America, 2003 - Education - 158 pages

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.

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
• 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
• 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
• 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

About the author

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.

Bibliographic information

• Title: A History of the "new Mathematics" Movement and Its Relationship with Current Mathematical Reform
• Author: Angela Lynn Evans Walmsley
• Publisher: University Press of America, 2003
• ISBN: 0761825126, 9780761825128
• Length: 158 pages
• Subjects: Education / Educational Policy & Reform / General; Mathematics / History & Philosophy; Mathematics / Study & Teaching