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.
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.
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.
Inhaltsangabe
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
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
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