“New math” in the gay nineties

1976 ◽  
Vol 23 (3) ◽  
pp. 165-166
Author(s):  
Gary A. Deatsman
Keyword(s):  
Nineteenth Century ◽  
Mathematics Education ◽  
School Mathematics ◽  
Rote Learning ◽  
Mathematics Curricula ◽  
New Math

I had always assumed that the development of school mathematics curricula since the nineteenth century had been characterized by fairly steady progress accelerated by the “new math” movement of the last decade. Back in the days of horse and buggy, mathematics education was supposedly strictly rote learning of rules and algorithms with little or no understanding. Endless drill was employed to produce the army of accurate human calculators needed before machines were developed to take over this work.

Felix Klein and the NCTM's Standards: A Mathematician Considers Mathematics Education

2000 ◽  
Vol 93 (8) ◽  
pp. 714-717
Author(s):  
Kim Krusen McComas
Keyword(s):  
Mathematics Education ◽  
School Mathematics ◽  
Rote Learning ◽  
German Mathematician ◽  
Evaluation Standards ◽  
10Th Anniversary ◽  
Felix Klein ◽  
Look Back ◽  
Principles And Standards ◽  
Year 2000

The year 1999 marked the 10th anniversary of the NCTM's Curriculum and Evaluation Standards for School Mathematics. It also marked the 150th anniversary of the birth of German mathematician Felix Klein, who lived from 1849 to 1925. Although the relation between these two anniversaries may not be obvious, the connection is that Klein, were he still alive today, would probably support the NCTM's Standards. As the year 2000 brings us NCTM's Principles and Standards for School Mathematics, let us look back to the year 1900 and find Felix Klein at the forefront of a movement to reform mathematics education from rote learning to more meaningful mathematical learning.

Book Review: A Review of The New Math: A Political History

2016 ◽  
Vol 47 (4) ◽  
pp. 420-422
Author(s):  
James Fey
Keyword(s):  
History Of Mathematics ◽  
School Mathematics ◽  
American Education ◽  
Historical Knowledge ◽  
Reform School ◽  
Mathematics Educators ◽  
History Of ◽  
Mathematics Curricula ◽  
New Math

For mathematics educators of a certain age or those with particular expertise in the history of mathematics education, the appearance of a book that purports to describe, analyze, and explain the “new math” movement of the 1950s and 1960s quite reasonably prompts the question: What else could possibly be said about that iconic era? Others with less experience in or historical knowledge of the field might pass on the book because they are only vaguely aware of the new math as a longago and thoroughly discredited effort to reform school mathematics curricula and teaching. However, I think mathematics educators in both groups–knowledgeable veterans and newcomers to the field–will find Christopher J. Phillips's retelling of the new math story a fascinating read that is filled with timeless insights into the academic and political dynamics of school mathematics and, more broadly, American education.

Research into Practice: Calculators and Computers: Tools for Mathematical Exploration and Empowerment

1994 ◽  
Vol 41 (7) ◽  
pp. 412-417
Author(s):  
Michael T. Battista
Keyword(s):  
Mathematics Education ◽  
Learning Environments ◽  
Mathematical Reasoning ◽  
School Mathematics ◽  
Profound Impact ◽  
Powerful Learning ◽  
Mathematical Exploration ◽  
Mathematics Curricula ◽  
Powerful Learning Environments ◽  
Development Of Students

Over the last decade, major advances in technology have brought new and exciting possibilities to mathematics education. The universal availability of calculators—both as stand-alones and as built-ins for such devices as cash registers—is having a profound impact on what should be taught in mathematics curricula. Computers are furnishing increasingly more powerful learning environments for students. Both devices require and support enhanced development of students' mathematical reasoning. This article discusses a number of ways that calculators and computers can be used as tools for exploration and empowerment in school mathematics.

Is Discrete Mathematics the New Math of the Eighties?

1985 ◽  
Vol 78 (5) ◽  
pp. 334-338
Author(s):  
Eric W. Hart
Keyword(s):  
Mathematics Education ◽  
Problem Solving ◽  
Basic Skills ◽  
Discrete Mathematics ◽  
The Past ◽  
Mathematics Curricula ◽  
New Math

In the past thirty years a number of trends in mathematics curricula have been observed. We've seen new math, basic skills, problem solving, and, most recently, discrete mathematics. The aim here is to look more closely at discrete mathematics. It is being touted by its proponents as a much needed revolution in mathematics education. With this claim in mind it seems useful to consider simultaneously the last revolution in mathematics education the so-called new math looking for parallels and any possible lessons to be learned.

The Impact of Computing Technology on School Mathematics: Report of an NCTM Conference

1985 ◽  
Vol 78 (4) ◽  
pp. 243-250
Keyword(s):  
Mathematics Education ◽  
Instructional Methods ◽  
Emerging Technology ◽  
School Mathematics ◽  
Computing Technology ◽  
Critical Problems ◽  
Education Today ◽  
Mathematics Curricula ◽  
The Impact

One of the critical problems facing mathematics education today is the need for curricula and instructional methods to respond to the influence that computing technology is having on mathematics and its teaching. Numerous conferences, reports, and projects have focused on different aspects of the effect of emerging technology on mathematics curricula and instruction.

Approach Integrated of Science, Technology, Engineering, and Mathematics – STEM

2021 ◽  
Vol 4 (4) ◽  
pp. 99-136
Author(s):  
Ibrahiem Mohammed Abdullah ◽  
Keyword(s):  
Mathematics Education ◽  
Significant Role ◽  
Arab World ◽  
Research Paper ◽  
Educational Activities ◽  
Science Technology ◽  
Mathematics Curricula ◽  
Integrated Approaches ◽  
And Mathematics ◽  
Definition Of

The research paper aims to highlight the STEM approach as one of the modern integrated approaches in the field of mathematics education. STEM which means the integration of Science, Technology, Engineering, and Math has its significant role in the development of curricula in the Arab world generally and particularly in mathematics curricula. This paper addresses the definition of STEM, the justifications for its emergence and the causes for the attention it recently receives. Moreover, the paper sheds light on its objectives, content, related teaching strategies, educational activities, evaluation, characteristics, advantages and obstacles found in its application.

scholarly journals Inclusion as Ethics, Equity and/or Human Rights? Spotlighting School Mathematics Practices in Scotland and Globally

2017 ◽  
Vol 5 (3) ◽  
pp. 172-182
Author(s):  
Dalene M. Swanson ◽  
Hong-Lin Yu ◽  
Stella Mouroutsou
Keyword(s):  
Human Rights ◽  
Mathematics Education ◽  
School Mathematics ◽  
Mathematics Classrooms ◽  
Socially Constructed ◽  
Mathematics Practices ◽  
Hierarchical Nature ◽  
The Government ◽  
Additional Support ◽  
Educational Inclusion

Mathematics education has been notoriously slow at interpreting inclusion in ways that are not divisive. Dominant views of educational inclusion in school mathematics classrooms have been shaped by social constructions of ability. These particularly indelible constructions derive from the perceived hierarchical nature of mathematics and the naturalised assumption that mathematisation is purely an intellectual exercise. Constructions of ability, therefore, emanate from the epistemic structures of mathematics education as predominantly practiced worldwide, and the prevalence of proceduralism and exclusion in those practices. Assumptions about ‘ability’ have become a truth to mathematical aptitude held by mathematics teachers in schools. This includes schools across Scotland. In Scotland, the government owes the ‘included pupil’ a legal obligation to provide additional support for learning under section 1(1) of the Education (Additional Support for Learning) (Scotland) Act 2004. However, classroom practices deployed around socially-constructed notions of ability have seen schools moving away from an emphasis on ‘additional’ to an expansive interpretation of ‘different from’ in the language of section 1(3)(a) of the Act 2004. This shift, therefore, reinstalls exclusionary effects to school mathematics practices by creating the conditions for some pupils, constructed in terms of disabilities or low ability, to be afforded a more inferior education than others. While philosophical conversations around whether these practices are ethical, egalitarian or democratic might ensue, there is also the human rights angle, which asks whether such practices are even lawful.

Solving a Triangle in Teaching Primary School Mathematics

2021 ◽  
Vol 29 (2) ◽  
Author(s):  
Ivanka Mincheva
Keyword(s):  
Mathematics Education ◽  
Primary School ◽  
Basic Problem ◽  
Short Description ◽  
School Mathematics ◽  
Sample Solution ◽  
Mathematical Software ◽  
Primary School Mathematics ◽  
Main System

The paper studies solving a triangle in primary school mathematics education. It proposes a system of problems reflecting the classification of the concept of triangle according to the sides and the angles. Each subsystem of a given main system includes a basic problem with generalized formulation and a sample solution followed by problems illustrating the basic problem. The methodological analysis encompasses some didactic components – short description, construction/drawing, sample solution, necessary component concepts, component pieces of knowledge and component problems. All drawings in the study have been made by using the mathematical software GeoGebra in order to ensure dynamism and clarity, and subsequently to achieve easier understanding of a problem and finding out its solution.

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