A History of Mathematics Education during the Twentieth Century describes the history of mathematics education in the United States with conceptual themes concerning philosophy, mathematics content, teacher education, pedagogy, and assessment. Each decade of the twentieth century is analyzed using historical documents, within the context of the aforementioned themes, to create a concise history of mathematical reform as it relates to history within the United States. Finally, conclusions are drawn as to which reform movements are similar and different throughout the century-depicting which aspects of reform can be seen again. Mathematics education tends to swing on a pendulum from "traditional education" including teacher-directed instruction with an emphasis on computation skills to "reform education," including student-directed instruction with an emphasis on problem solving. All decades are analyzed to see where they were on the pendulum and what aspects may have contributed to the current reform movements led by the Standards movement.
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.
Part 1 Preface Chapter 2 Introduction Chapter 3 1900-1910 Chapter 4 1910-1920 Chapter 5 1920-1930 Chapter 6 1930-1940 Chapter 7 1940-1950 Chapter 8 1950-1960 Chapter 9 1960-1970 Chapter 10 1970-1980 Chapter 11 1980-1990 Chapter 12 1990-2000 Chapter 13 Conclusions Chapter 14 Connections Part 15 Endnotes Part 16 Index Part 17 About the Author