Modern Mathematics An International Movement? /
The international New Math developments between about 1950 through 1980, are regarded by many mathematics educators and education historians as the most historically important development in curricula of the twentieth century. It attracted the attention of local and international politicians, of tea...
Saved in:
| Corporate Author: | |
|---|---|
| Other Authors: | |
| Format: | Electronic eBook |
| Language: | English |
| Published: |
Cham :
Springer International Publishing : Imprint: Springer,
2023.
|
| Edition: | 1st ed. 2023. |
| Series: | History of Mathematics Education,
|
| Subjects: | |
| Online Access: | https://doi.org/10.1007/978-3-031-11166-2 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
Table of Contents:
- Preface
- Part I: The Rise of Modern Mathematics on Both Sides of the Atlantic
- 1. The Early Roots of the European Modern Mathematics Movement
- 2. The Rise of the American New Math Movement.-3. The Constituent Meetings of the Modern Mathematics Movement.-Part II: Various Faces of Modern Mathematics Around the World
- 4. Belgium
- 5. France
- 6. United Kingdom
- 7. The Netherlands
- 8. Nordic Countries
- 9. Portugal
- 10. Italy
- 11. Former Yugoslavia
- 12. Hungary
- 13. Poland
- 14. The United States
- 15. Canada
- 16. Brazil
- 17. Australia and New Zealand
- 18. Southeast Asia
- 19. Africa
- Epilogue. Chapter 1. Modern Mathematics: An International Movement Diversely Shaped in National Contexts
- Part I. Preparing the Reform on Both Sides of the Atlantic
- Chapter 2. The Rise of the American New Math Movement: How National Security Anxiety and Mathematical Modernism Disrupted the School Curriculum
- Chapter 3. The Early Roots of the European Modern Mathematics Movement: How a Modelfor the Science of Mathematics Became a Model for Mathematics Education
- Chapter 4. The Royaumont Seminar as a Booster of Communication and Internationalization in the World of Mathematics Education
- Part II. Implementation of the Reform Around the World
- Chapter 5. The Modern Mathematics Movement in France: Reforming to What Ends? The Contribution of a Cross-over Approach to Modernity
- Chapter 6. West German Neue Mathematik and Some of Its Protagonists
- Chapter 7. New Mathematics in the United Kingdom: Projects and Textbooks as Driving Forces of Curriculum Reform
- Chapter 8. Modern Mathematics in Italy: A Difficult Challenge Between Rooted Tradition and Need for Innovation
- Chapter 9. The Distinct Facets of Modern Mathematics in Portugal
- Chapter 10. Papy’s Reform of Mathematics Education in Belgium: Development, Implementation, and Controversy
- Chapter 11. A Tale of Two Systems: A History of New Math in The Netherlands, 1945–1980
- Chapter 12. Nordic Cooperation on Modernizing Mathematics Teaching, 1960–1967
- Chapter 13. Reforms Inspired by Mathématique Moderne in Poland, 1967–1980
- Chapter 14. The New Math in Hungary: Tamás Varga’s Complex Mathematics Education Reform
- Chapter 15. New Math and the South Slavs
- Chapter 16. The Kolmogorov Reform of Mathematics Education in the USSR
- Chapter 17. The Influence of Royaumont on Mathematics Education in the USA
- Chapter 18. Aspects of Canadian Versions of So-Called “Modern” Mathematics and Its Teaching: Another Visit to the Old “New” Math(s)
- Chapter 19. New Math in Latin America (and a Glimpse at Costa Rica)
- Chapter 20. Modernizing Mathematics Teaching: International Dialogues from Brazil
- Chapter 21. Australian School Mathematics and “Colonial Echo” Influences, 1901–1975. Chapter 22. What Did the “New Math Movement” Bring to Hong Kong in the 1960s and the 1970s (and Beyond)?
- Chapter 23. An International Movement, the Experience of Morocco
- Chapter 24. Modern Mathematics Curriculum Reformsin Ghana: UK and USA Influences.