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.
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.
Chapter 1 Preface Chapter 2 I: Introduction Chapter 3 II: "New Math" History; Historical Context; General Curriculum; Mathematics Curriculum; Teaching Standards; Pedagogical Techniques Chapter 4 III: "New Math" Projects; University of Illinois Committee on School Mathematics; University of Maryland Mathematics Project; Commission on Mathematics of the College Entrance Examination Board; School Mathematics Study Group; Greater Cleveland Math Chapter 5 IV: Effects and Aftermath of the "New Math"; Educational Changes in the 1960s/70s; Teacher Standards Changes in the 1960s/70s; Aftermath; Reform from the 1960s to the Present Chapter 6 V: Connections with the Standards; The Standards; Historical Context; Philosophical Similarities and Differences; Pedagogical Similarities and Differences; Teaching Standards Similarities and Differences; Content Similarities and Differe Chapter 7 VI: Conclusion Chapter 8 Appendices Chapter 9 Notes Chapter 10 Index