When public schooling was first introduced in the United States, early proponents emphasized the need for mathematics as critical for an informed citizenry in a democracy. Half a century later, this purpose of mathematics has been almost entirely overshadowed by the push for mathematics to maintain technological and economic advantages. The belief…

Concern about students' math achievement is nothing new, and debates about the mathematical training of the nation's youth date back a century or more. In the early 20th century, American high-school students were starkly divided, with rigorous math courses restricted to a college-bound elite. At midcentury, the "new math" movement sought,…

The media's response to the release of "Math Instruction that Makes Sense" (2011), a research report by the Frontier Centre for Public Policy (FCPP), helped spark a public controversy and spur the Saskatchewan government to reexamine the Ministry of Education's math curriculum. The purpose of this article is to examine the CBC's…

The purpose of this Executive Position Paper is to examine the ways in which teachers learn to implement a new mathematics curriculum. The four case study teachers described in this paper were in their first and second year of teaching the "Investigations" curriculum. In the course of learning to teach with "Investigations," the teachers were…

Reviews some major tenets of the new math as it was originally intended and then examines what went wrong with the new math revolution. (MP)

A response to recent criticisms of new mathematics programs in the elementary schools. Attempts to clarify some of the goals and methods of these programs. (BD)

The author compares and contrasts the mathematics curriculum in the USSR and the United States. The Soviet mathematics curriculum is not divided into separate courses, but instead consists of a series of steps teaching the method of thinking about mathematics problems. (BW)

The author argues that the idea of canonical elements provides a coherent relationship between equivalence relations, the basis of modern approaches to too many mathematical topics, and the traditional aspect of computation. Examples of equivalent relations, canonical elements, and their calculations are given. (MK)

THE CURRICULUM CONSISTS OF FOUR MAJOR TOPICS--EQUATIONS, FUNCTIONS, GRAPHING, AND SIGNED NUMBERS. EACH TOPIC CAN BE INITIATED INDEPENDENTLY AND BUILT CUMULATIVELY THROUGHOUT THE ELEMENTARY SCHOOL GRADES. THE TOPICS ARE DEVELOPED LARGELY THROUGH GAMES AND/OR LESSONS DESIGNED TO HELP PUPILS DISCOVER "SECRET" PATTERNS OR DEVELOP TENTATIVE…

Describes why a traditional arithmetic curriculum is no longer appropriate. Also presents the rationale behind some of the newer methods of mathematics instruction in the elementary schools. (BD)

Discusses the need for more mathematics curriculum revision, especially at the elementary level, and for the development of tests to test the material being taught. (GB)

A new algorithm for computing roots of any order is presented, along with the historical roots of its development.

This article describes Everyday Mathematics, a new math education curriculum targeted to kindergarten, first grade, and second grade students in Holland. It will be introduced to third and fourth grades in 2008. The curriculum helps prepare pupils for standardized tests; allows for students to work at their own rate; involves parents in helping…

This paper provides a general overview of the forces that contributed to the rise and fall of the "new math" movement. It is noted that the movement developed as a response to certain problems in mathematics education; these problems remain to be solved. Some small-scale successes were achieved, from which we can learn. The answer to…