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A Brief History of Mathematics Education

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A Brief History of Mathematics Education A Brief History of Mathematics Education The 1920‘s to the Present The 1920‘s/Progressive Education The —progressive“ movement arose from a period (1890-1920) during which Americans were looking at the effects of the concentrations of corporate power and private wealth. Based on the work of John Dewey. Sought to end academic education for a few and narrow vocational training for the masses. Mathematicians Object Mathematical Association of America appoint committee called the National Committee on Mathematical Requirements and publish the 1923 Report. The 1923 Report Extensive survey of secondary school curricula Documented the training of mathematics teachers in other countries Discussed issues related to the psychology of learning mathematics Justified the study of mathematics for its applications and intrinsic values. Underscored the importance of Algebra to —every educated person“. The National Council of Teachers of Mathematics Founded in 1920 Established at the encouragement of MAA Would —keep the values and interests of mathematics before the educational world“ Created as a counterpart to Progressive Education. The 1930‘s Education journals, textbooks, and courses for administrators and teachers advocated the themes of Progressivism. School curriculum was determined by the needs and interests of the children, as determined by professional educators, not by professionals in the various academic subjects. The Activity Movement The Activity Movement Integration of subjects Reading and multiplication tables were not legitimate activities —We teach children, not subject matter“ The 1940‘s Army recruits know so little math that the army itself has to teach arithmetic needed for basic bookkeeping and gunnery. (Similar in other branches of the military.) The Life Adjustment Movement The Life Adjustment Movement Secondary schools are —too devoted to an academic curriculum“. 60 % of the students needed preparation for skilled occupations, not college. They needed math programs focused on practical problems: home, shop, store, citizenship, and health. They do not need Algebra, Geometry or Trigonometry. Many schools made two tracks: the college track and the —life“ track. The 1950‘s Tremendous scientific and engineering advancements: radar, cryptography, navigation, atomic energy, etc. The importance of mathematics was recognized. The Life Adjustment Movement fizzled out. The —New Math“ Period —The inception of the New Math was the collision between skills and understanding… Encouraged curricula that emphasized coherent logical explanations. Mathematicians got involved with the development of mathematics curricula. Sputnik The U.S.S.R. Launched the first space satellite in the fall of 1957. America —falls behind“. Many looked to the deficiencies in the math and science instruction in the public schools. Congress passes the National Defense Education Act in 1958 to increase the number of science, math, and foreign language majors. The —New Math“ movement receives support. American Mathematical Society supports —New Math“ AMS sets up the School Mathematics Study Group (SMSG). SMSG composed of college and university mathematicians as well as high school mathematics teachers. SMSG becomes one of the most influential and used curricula of the —New Math“ period. .ther —New Math“ Contributors NCTM œthe Secondary School Curriculum Committee The Ball State Project The University of Maryland Mathematics Project The Minnesota School Science and Mathematics Center The Greater Cleveland Mathematics Program 2ontributions of the —New Math“ Movement Introduction of Calculus at the high school level. Formal mathematics, such as set theory, number theory, and proofs. Encouraged more students to take Algebra and Geometry. 2riticisms of the —New Math“ Little attention to basic skills or to applications of mathematics. Too abstract. Teachers ill-equipped to deal with the content. Parents unable to help their children. The 1970‘s Public criticism increases. —Why Johnny can‘t add“ contributes the lack of student ability to do basic skills to the —New Math“ movement. —Back to Basics“ Movement The Progressive Movement regains momentum. The Open Education Movement A.S. Niell‘s book Summerhillis an account of an ultra progressive school in England. Students determined completely what they would learn and when. Repetition of the Progressive Movement of the 1920s, but let the children decide each day what they would learn. Activity centers, play areas, and reading areas were set up and children could decide where they wanted to go, what they wanted to do, and how long they wanted to stay. The Open Education Movement and Low Income Students Schools had limited resources. Limited support at home. No opportunity for tutoring on basic skills outside of class. Performance on standardized tests fell well below middle and upper income students. The early 1980s Standardized test scores bottom out. A 1980 report by a presidential commission shows low enrollments in advanced math and science courses and the general lowering of school expectations and college entrance requirements. An Agenda for Action A Nation at Risk An Agenda for Action Released by NCTM in 1980 Problem solving should be the focus of school mathematics Technology should be incorporated There should be a decreased emphasis on such activities as —performing paper and pencil calculations with more than two digits“. Encouraged the use of manipulatives. Encouraged cooperative learning. Called for a wider range of assessment measures. Call for integration of math topics. A move away from the standard —algebra, geometry, trigonometry track“ to calculus. A Nation at Risk Report written by the U.S. Secretary of Education, Terrell Bell. —Our nation is at risk… the educational foundations of our society are presently being eroded by a rising tide of mediocrity that threatens our very future as a Nation and a people“ Reported an increase in remedial mathematics courses/programs in public 4-year colleges and in the military. Called for standardized tests to be used for accountability. Drew attention to the teacher shortage. Suggested more content courses in teacher training. Textbooks should have more rigorous content. The late 1980s The National Research council publishes Everybody Counts in 1989 and establishes the need for the change in the way math is taught and outlines a plan of action. NCTM publishes the Curriculum and Evaluation Standards for School Mathematics in 1989 and provides objectives for mathematics curricula and assessment. 12TM‘s 1989 Standards Five general goals for all students: (1) that they learn to value mathematics, (2) that they become confident in their ability to do mathematics, (3) that they become mathematical problem solvers, (4) that they learn to communicate mathematically, and (5) that they learn to reason mathematically. The early 1990s The Professional Standards for Teaching Mathematics published by NCTM in 1991. NSF funds the development of Standards- aligned curricula in 1992. Many states develop frameworks and adopt curricula aligned with the Standards. The —Math Wars“ begin. 1S8 Funded, Standards-aligned, Elementary-School Curricula 1S8 Funded, Standards-aligned, Middle- School Curricula 1S8 Funded, Standards-aligned, Secondary-School Curricula The mid 1990s Assessment Standards for School Mathematics published by NCTM in 1995. NCTM establishes the Commission on the Future of the Standards in 1995. —Mathematically Correct“ formed in 1995. Their common nemesis was —fuzzy math“ as they characterized Standards-based curriculum, in particular CPM. 1996 NAEP Results. 1AEP Results Students Can Do Basics, ... 347 + 453 90% 864 - 38 73% Source: NAEP 1996 D ut Students Cannot Solve Problems Ms. Yost‘s class has read 174 books and Mr. Smith‘s class has read 90 books. How many more books do they need to read to reach the goal of reading 575 books? 33% Source: NAEP 1996 More Statistics from the 1990s Average SAT-Math Scores have increased from 500 in 1991 to 512 in 1998. Some of the greatest student gains in mathematics between 1990 and 1996 have occurred in states like Connecticut, Michigan, Texas, and North Carolina--four states that have made strong and consistent investment in state standards and assessment that reflect the vision of the NCTM standards. The late 1990s NCTM distributes a Discussion Draft of the PSSM in 1998 NCTM revises the draft in 1999. The U.S. Department of Education released a list of ten recommended math programs in 1999. The top 10 list Exemplary Cognitive Tutor Algebra College Preparatory Mathematics (CPM) Connected Mathematics Program (CMP) Core-Plus Mathematics Project Interactive Mathematics Program (IMP) Promising Everyday Mathematics MathLand Middle-school Mathematics through Applications Project (MMAP) Number Power The University of Chicago School Mathematics Project (UCSMP) The New Millennium NCTM publishes the Principles and Standards for School Mathematics in 2000. The —Math Wars“ Continue. Assessments and other research is being conducted to determine the effectiveness of Standards-aligned curricula versus the Traditional Curricula..
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