id: 06160628
dt: a
an: 2013c.00031
au: Kilpatrick, Jeremy
ti: U.S. mathematics and the New Math movement.
so: Bjarnadóttir, Kristín (ed.) et al., “Dig where you stand" 2.
Proceedings of the second “International conference on the history of
mathematics education", New University of Lisbon, Portugal, October
2‒5, 2011. Lisbon: UIED, Unidade de Investigação Educação e
Desenvolvimento; Caparica: Universidade Nova de Lisboa, Faculdade de
Ciência e Tecnologia (ISBN 978-989-97487-2-9/pbk). 251-261 (2012).
py: 2012
pu: Lisbon: UIED, Unidade de Investigação Educação e Desenvolvimento;
Caparica: Universidade Nova de Lisboa, Faculdade de Ciência e
Tecnologia
la: EN
cc: A30 D30
ut: educational reforms; new mathematics movement
ci:
li:
ab: Summary: In conventional accounts, the new math movement in the United
States, which lasted from the mid 1950s to the mid 1970s, was initiated
and led by prominent research mathematicians largely supported by their
colleagues. Recently, revisionists have claimed that the mathematicians
were “a small band," “not highly respected," and the “wrong
mathematicians." Further, the accomplishments of those mathematicians
are said to have been undermined by the “professional education
bureaucracy." The mathematics community was indeed divided over the new
math. But the fault line dividing U.S. mathematicians was not so much a
product of the number, quality, or influence of those leading the
movement as it was a reflection of the community’s divergent views on
the nature of mathematics and how it should be taught and learned.
rv: