THE NEW MATH AS AN INTERNATIONAL PHENOMENON
Palavras-chave:
Mathematics Teaching, Reform Movement, International Impact, Movement EvaluationResumo
The new math was a several-decade-long movement to update school mathematics that began in the mid twentieth century in many countries around the world. It took many forms, but much of it involved the preparation of new instructional materials, including textbooks. Much of the new math activity in Europe and North America was stimulated by conferences and seminars of the Organisation for Economic Cooperation and Development (OECD) in the early 1960s. Although the initial reform efforts addressed secondary school mathematics courses that prepared pupils for tertiary education, those efforts quickly spread to primary school mathematics, to pupils not headed to tertiary education, and to non-OECD countries. Mathematicians and schoolteachers weredivided about the direction that the new math reforms took. Although the new math is often deemed a failed endeavor, it changed not only school mathematics but also the way people and countries viewed school mathematics.Downloads
Referências
Abramov, A. (2010). Toward a history of mathematics education reform in Soviet schools (1960s–1980s). In A. Karp & B. R. Vogeli (Eds.), Russian mathematics education: History and world significance (Series on Mathematics Education, Vol. 4, pp. 87–140)., Hackensack, NJ: World Scientific.
Barrantes, H., & Ruiz, A. (1998). The history of the Inter-American Committee on Mathematics Education. Bogota´: Colombian Academy of Exact, Physical and Natural Sciences. Retrieved from http://cimm.ucr.ac.cr/ciaemIngles/index.php?option=com_ content&view=article&id=52&Itemid=104.
Bauersfeld, H. (1972). Einige Bemerkungen zum ‘‘Frankfurter Projekt’’ und zum ‘‘alef’’-Programm [Some remarks on the Frankfurt Project and the Alef Program]. In E. Schwartz et al. (Eds.), Materialien zum Mathematikunterricht in der Grundschule (Beitra¨ge zur Reform der Grundschule, Vol. 13, pp. 237–246). Frankfurt: Arbeitskreis Grundschule.
Beberman, M. (1958). An emerging program of secondary school mathematics. Cambridge, MA: Harvard University Press.
Begle, E. G. (1969). The role of research in the improvement of mathematics education. Educational Studies in Mathematics, 2, 232–244.
Begle, E. G. (1971). Time devoted to instruction and student achievement. Educational Studies in Mathematics, 4, 220–224. Bourbaki, N. (2006). The´orie des Ensembles (E´le´ments de Mathe´matique) [Set theory (Elements of mathematics series) Electronic version]. Berlin: Springer. Retrieved from http://www.springerlink. com (Original work published 1970).
Commission on Mathematics. (1959a). Appendices. New York, NY: College Entrance Examination Board.
Commission on Mathematics. (1959b). Program for college preparatory mathematics. New York, NY: College Entrance Examination Board.
Cooper, B. (1985). Renegotiating secondary school mathematics: A study of curriculum change and stability (Studies in Curriculum History 3). London, UK: Falmer.
D’Enfert, R., & Gispert, H. (2011). L’e´laboration d’une re´forme a` l’e´preuve des re´alite´s : le cas des ‘‘mathe´matiques modernes’’ (anne´es 1960–1970) [The development of a reform to the test of reality: The case of ‘‘modern mathematics’’ (1960–1970)]. Histoire de l e´ducation. No. 131.
Damerow, P., & Westbury, I. (1984). Conclusions drawn from the experiences of the new mathematics movement. In P. Damerow,
M. E. Dunkley, B. F. Nebres, & B. Werry (Eds.), Mathematics for all: Problems of cultural selectivity and unequal distribution of mathematical education and future perspectives on mathematics teaching for the majority (Science and Technology Education Document Series No. 20, pp. 22–25). Paris, France: UNESCO.
Davidson, D. M., & Mitchell, J. E. (2008). How is mathematics education philosophy reflected in the math wars? Montana Mathematics Enthusiast, 5, 143–154.
Davis, R. B. (2003). Changing school mathematics. In G. M. A. Stanic & J. Kilpatrick (Eds.), A history of school mathematics (pp. 623–646). Reston, VA: National Council of Teachers of Mathematics.
DeMott, B. (1962). Hells and benefits: A report on American minds, matters, and possibilities. New York, NY: Basic Books.
Dieudonne´, J. A. (1970). The work of Nicholas Bourbaki. American Mathematical Monthly, 77, 134–145.
Dieudonne´, J. A. (1973). Should we teach ‘‘modern’’ mathematics? American Scientist, 61, 16–19.
Fehr, H. F. (Ed.). (1964). Mathematics to-day: A guide for teachers. Paris, France: OECD.
Fey, J. T., & Graeber, A. O. (2003). From the new math to the Agenda for Action. In G. M. A. Stanic & J. Kilpatrick (Eds.), A history of school mathematics (pp. 521–558). Reston, VA: National Council of Teachers of Mathematics.
Freudenthal, H. (Ed.). (1978a). Change in mathematics education since the late 1950’s—ideas and realisation: An ICMI Report [Special issue]. Educational Studies in Mathematics, 9(2 & 3).
Freudenthal, H. (1978b). Change in mathematics education since the late 1950’s—ideas and realisation: The Netherlands. Educational Studies in Mathematics, 9, 261–270.
Freudenthal, H. (1979). New math or new education? Prospects: Quarterly Review of Education, 9, 321–331.
Furinghetti, F., Menghini, M., Arzarello, F., & Giacardi, L. (2008). ICMI Renaissance: The emergence of new issues in mathematics education. In M. Menghini, F. Furinghetti, L. Giacardi, & F. Arzarello (Eds.), The first century of the International Commission on Mathematical Instruction (1908-2008). Reflecting and shaping the world of mathematics education (pp. 131–147). Rome, Italy: Istituto della Enciclopedia Italiana.
Gispert, H. (2009). Two mathematics reforms in the context of twentieth century France: Similarities and differences. International Journal for the History of Mathematics Education, 4, 43–49.
Gispert, H., & Schubring, G. (2011). Societal, structural, and conceptual changes in mathematics teaching: Reform processes in France and Germany over the twentieth century and the international dynamics. Science in Context, 24, 73–106.
Halmos, P. R. (1957). Nicholas Bourbaki. Scientific American, 196(5), 88–99.
Howson, A. G. (1978). Great Britain. Educational Studies in Mathematics, 9, 183–223.
Howson, G., Keitel, K., & Kilpatrick, J. (2008). Curriculum development in mathematics (paperback re-issue). Cambridge, UK: Cambridge University Press. (Original work published 1981).
Jacobsen, E. (1996). International co-operation in mathematics education. In A. J. Bishop, K. Clements, C. Keitel, J. Kilpatrick, & C. Laborde (Eds.), International handbook of mathematics education (pp. 1235–1256). Dordrecht, the Netherlands: Kluwer.
Kaner, P. (1971). Maths for the majority: Continuation project. Mathematics in School, 1(1), 18.
Kaner, P. (1973). Mathematics for the Majority Project. In Schools Council (Ed.), Evaluation in curriculum development: Twelve case studies (pp. 133–146). Basingstoke, UK: Macmillan.
Kilpatrick, J. (2009). Five lessons from the new math era. New York State Mathematics Teachers’ Journal, 58, 87–90. (Original work published on-line in 1997 at http://www.nationalacademies.org/ sputnik/kilpatin.htm).
Kline, M. (1958). The ancients versus the moderns: A new battle of the books. Mathematics Teacher, 51, 418–427.
Kline, M. (1961, October). Math teaching reforms assailed as peril to US scientific progress. New York University Alumni News, 7.
Kline, M. (1973). Why Johnny can’t add: The failure of the new math. New York, NY: St. Martin’s.
Malaty, G. (1999). The third world mathematics education is a hope for the world mathematics education development in the 21st century. In A. Rogerson (Ed.), Proceedings of the international conference, Mathematics Education into the 21st Century,
Societal Challenges, Issues and Approaches (pp. 231–240). Cairo, Egypt: Third World Forum–Project Egypt 2020
Meder, A. E, Jr. (1958). The ancients versus the moderns—A reply. Mathematics Teacher, 51, 428–433.
Meder, A. E, Jr. (1959). Proposals of the Commission on mathematics of the College Entrance Examination Board. NASSP Bulletin, 43(247), 19–26.
Moise, E. E., Calandra, A., Davis, R. B., Kline, M., & Bacon, H. M. (1965). Five views of the ‘‘new math’’. Washington, DC: Council for Basic Education.
Moon, B. (1986). The ‘new maths’ curriculum controversy: An international story. London, UK: Falmer.
National Advisory Committee on Mathematical Education. (1975). Overview and analysis of school mathematics Grades K–12. Reston, VA: National Council of Teachers of Mathematics.
Ohuche, R. O. (1978). Change in mathematics education since the late 1950’s—ideas and realisation: Nigeria. Educational Studies in Mathematics, 9, 271–281.
On the mathematics curriculum of the high school. (1962). American Mathematical Monthly, 69, 189–193; Mathematics Teacher, 55, 191–195.
Organisation for Economic Cooperation and Development. (1961a). New thinking in school mathematics. Paris, France: Organisation for Economic Cooperation and Development.
Organisation for Economic Cooperation and Development. (1961b). Synopses for modern secondary school mathematics. Paris, France: Organisation for Economic Cooperation and Development.
Piaget, J., Beth, E. W., Dieudonne´, J., Lichnerowicz, A., Choquet, G., & Gattegno, C. (1955). L’enseignement des mathe´matiques. Neuchâtel: Delachaux & Niestle´.
Roberts, D. L. (2004). The BKPS letter of 1962: The history of a ‘‘new math’’ episode. Notices of the AMS, 51, 1061–1062.
Roberts, S. (2006). King of infinite space: Donald Coxeter, the man who saved geometry. New York, NY: Walker.
Schwartz, H. (1964, December 31). Peril in doing sums seen in ‘new math.’ The New York Times, pp. 1, 22.
Sekiguchi, Y. (2000). A history of mathematics education from an international perspective. Nihon Sugaku Kyoiku Gakkaishi [Journal of Japan Society of Mathematical Education], 82, 109–112.
Stanic, G. M. A., & Kilpatrick, J. (1992). Mathematics curriculum reform in the United States: A historical perspective. International Journal of Educational Research, 17, 407–417.
Suzuki, M., Kuroda, Y., & Li, X. (2000). The progress of the postwar mathematics education in Japan [English abstract]. Retrieved from http://ir.lib.osaka-kyoiku.ac.jp/dspace/bitstream/123456789/ 2738/1/KJ491500057.pdf.
Suzuki, M., & Yanagimoto, A. (2008). The progress of mathematics education in Japan: From the standpoint of practical studies. In M. Niss (Ed.), Proceedings of the 10th International Congress on Mathematical Education, 4–11 July, 2004: Regular lectures. Roskilde, Denmark: IMFUFA, Department of Science, Systems and Models, Roskilde University. Retrieved from http://www.icme 10.dk/proceedings/pages/regular_pdf/RL_Masahiko_Suzuki.pdf
Swetz, F. J. (2009). Culture and the development of mathematics: An historical perspective. In B. Greer, S. Mukhopadhyay, A. B. Powell, & S. Nelson-Barber (Eds.), Culturally responsive mathematics education (pp. 11–42). New York, NY: Routledge.
Thom, R. (1971). ‘‘Modern’’ mathematics: An educational and philosophic error? American Scientist, 59, 695–699.
Thwaites, B. (Ed.). (1961). On teaching mathematics: A report on some present-day problems in the teaching of mathematics. New York, NY: Pergamon.
UICSM Project Staff. (1970). The University of Illinois School Mathematics Program. In J. R. Bidwell & R. G. Clason (Eds.), Readings in the history of mathematics education (pp. 655–663). Washington, DC: National Council of Teachers of Mathematics. (Original work published 1956).
Walmsley, A. L. E. (2003). A history of the new mathematics movement and its relationship with current mathematical reform. Lanham, MD: University Press of America.
Williams, G. A. (1971). Report: The Entebbe Mathematics Project.
International Review of Education, 17, 210–214.
Wood, H. C. (1975). Review of the books Mathematics for the majority: Crossing subject boundaries and some routes through the guides by the Schools Council. Mathematical Gazette, 59, 284–286.
Wooton, W. (1965). SMSG: The making of a curriculum. New Haven, CT: Yale University Press.
Zimmerman, J. (2011). “Money, materials, and manpower”: Ghanaian in-service teacher education and the political economy of failure, 1961–1971. History of Education Quarterly, 51, 1–27. doi:10.1111/j.1748-5959.2010.00308.x.
Downloads
Publicado
Métricas
Visualizações do artigo: 45 PDF downloads: 56
