New Mathematics or New Mathematics is a dramatic, dramatic change in the way mathematics is taught in American class schools, and to a lesser extent in European countries, during the 1960s. The changes involve new curriculum topics and teaching practices introduced in the US shortly after the Sputnik crisis, to improve science education and mathematical skills in the population, so that technological threats to Soviet engineers, who are considered highly mathematicians, can be met.
This phrase is often used now to describe short modes that quickly become highly discredited.
Video New Math
Overview
Topics introduced in New Mathematics include modular arithmetic, algebraic gaps, bases other than 10, matrices, symbolic logic, Boolean algebra, and abstract algebra. In elementary schools, in addition to bases other than 10, students are taught basic set theory and are made to distinguish "numbers" from "numbers."
Maps New Math
Criticism
Parents and teachers who oppose New Mathematics in the US complain that the new curriculum is too far beyond the ordinary experience of students and it is not worth taking time away from more traditional topics, such as arithmetic. The material also gives new demands to teachers, many of whom are required to teach materials they do not fully understand. Parents worry that they do not understand what their children are learning and can not help them in their studies. In an effort to study the material, many parents attend their children's classes. Ultimately, it was concluded that the experiment was unsuccessful, and New Mathematics was not favored before the end of the decade, although it continued to be taught for many years thereafter in several school districts.
In the introduction to Algebra from his book Precalculus Mathematics in a Nutshell, Professor George F. Simmons writes that New Mathematics produces students who have "heard about commutative law, but do not know the multiplication tables."
In 1965, physicist Richard Feynman wrote in an essay "New Textbooks for 'New Mathematics'":
If we want, we can and do say, 'The answer is an integer of less than 9 and greater than 6,' but we should not say, 'The answer is a member of the set which is the junction of a set of numbers greater than 6 and the set of numbers smaller than 9 '... In' new 'mathematics, then, there must first be freedom of thought; second, we do not want to teach words alone; and thirdly, subjects should not be introduced without explaining the purpose or reason, or without providing a way in which the material can actually be used to find something interesting. I think it's useless when teaching such material.
In his book Why Johnny Can not Add: New Math Failure Morris Kline says that certain supporters of the new topic "completely ignore the fact that mathematics is a cumulative development and it is practically impossible to learn newer creations, if one does not know which older "(p.Ã, 17). Furthermore, noting the trend of abstraction in New Math, Kline says "abstraction is not the first stage, but the last stage, in the development of mathematics" (p.a, 98).
Other countries
In the broader context, reform of the school's mathematics curriculum was also undertaken in European countries, such as the UK (especially by the School Mathematics Project), and France, where the very high prestige of mathematical qualifications was not matched by teaching relating to contemporary research and university topics. In West Germany the change is seen as part of a larger process of Bildungsreform . Beyond the use of set theory and different approaches to arithmetic, characteristic change is a transformation geometry in lieu of traditional deductive Euclidean geometry, and an approach to calculus based on greater insight, rather than emphasis on the facility.
Again, the changes met with mixed acceptance, but for different reasons. For example, the end-user of mathematical study at the time was mostly in physics and engineering; and they expect manipulative skills in calculus, rather than more abstract ideas. Some compromise has since been necessary, given that discrete mathematics is the basic language of computation.
Teaching in the Soviet Union did not experience such extreme upheaval, while remaining in sync with both app and academic trends. Under A. N. Kolmogorov, the mathematics committee declared a grade 4-10 curriculum reform, when the school system consisted of 10 classes. The committee found the kind of ongoing reforms in Western countries unacceptable; for example, there is no specific topic for the accepted set to be included in school textbooks. The transformation approach is accepted in geometry teaching, but not at a sophisticated level as presented in textbooks produced by Vladimir Boltyansky and Isaak Yaglom.
In Japan, New Mathematics is supported by the Ministry of Education, Culture, Sports, Science and Technology (MEXT), but not without problems, leading to a student-centered approach.
Popular culture
- University mathematician and university lecturer Tom Lehrer wrote a satirical song entitled "New Mathematics" that revolves around the process of subtracting 173 from 342 in decimal and octal. The song is in the lecture style of the general concept of abatement in a random number system, illustrated by two simple calculations, and highlights the emphasis of New Mathematics on abstract insights and concepts - as Lehrer says with undeniable seriousness, "In the new approach... the it's important to understand what you're doing, rather than getting the right answer. " At one point on the song, he notes that "You have thirteen and you take seven, and that leaves five... well, six, actually, but the idea is the most important."
- New Mathematics is the name of the 1970s punk rock band from Rochester, New York.
- In 1965, cartoonist Charles Schulz wrote a series of strips of Peanuts, depicting Sally's frustrated children with Sally New Mathematics. On the first lane, he is pictured confused about "set, one-to-one matching, equivalent set, unequal set, set one, set two, rename two, subset, join set, sentence number, placeholder." Finally, she cried and exclaimed, "What I want to know is, how many two and two?" This series of strips was later adapted for 1973 Peanuts special animation No Time for Love, Charlie Brown . Schulz also drew a single illustration of a panel of Charlie Brown on his school table, exclaiming, "How can you do the 'New Mathematics' problem with the 'Old Math' mind?"
- In an advertisement for the animated film Pixar The Incredibles 2 (defined sometime in the 1970s in a thematic context), Bob Paar (Mr. Incredible) can be seen disagreements with New Mathematics at work his son's house, and immediately describes it as absurd at all, and then mocks "This is Math! Why do they change Mathematics?"
See also
- Andrà © Å © Lichnerowicz - Created 1967 French Lichnerowicz Commission
- Comprehensive School Mathematics Program (CSMP)
- Study on the Improvement of Secondary School Mathematics Curriculum (SSMCIS)
- List of abandoned educational methods
- School Mathematics Study Group (SMSG)
References
Further reading
- Adler, Irving. The New Mathematics. New York: John Day and Co, 1972 (revised edition). ISBNÃ, 0-381-98002-2
- Maurice Mashaal (2006), Bourbaki: The Secret Society of Mathematics , American Mathematical Society, ISBN 0-8218-3967-5, Chapter 10: New Mathematics in Class, pp 134-45.
- Phillips, Christopher J. New Mathematics: Political History (2014)
External links
- Tom Lehrer Deposit # 10
Source of the article : Wikipedia
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