The Growing Crisis in Mathematics Education in the Early Twentieth Century

Stanic, George M. A.

doi:10.2307/749301

Cited by 23 publications

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“…In a survey of early twentieth century US mathematics curricula, Stanic (1986) noted that changes to curricula were substantially related to changing attitudes towards the theory of formal discipline. More recently, Smith (2004) cited the formal discipline view as evidence for the utility of mathematics in a report to the UK government.…”

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Conditional inference and advanced mathematical study

Inglis

Simpson

2007

Educ Stud Math

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. (2008) 'Conditional inference and advanced mathematical study.', Educational studies in mathematics., 67 (3). pp. 187-204. Further information on publisher's website:http://dx.doi.org/10.1007/s10649-007-9098-9Publisher's copyright statement: NOTICE: this is the author's version of a work that was accepted for publication in Educational studies in mathematics.Additional information: Use policyThe full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.Please consult the full DRO policy for further details.

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confidence: 99%

Conditional inference and advanced mathematical study

Inglis

Simpson

2007

Educ Stud Math

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“…Of course, a full analysis of the standards themselves is outside the scope of the paper. 1 The main point to take from this reference is that, given the various issues discussed over the years in mathematics education at both the compulsory and post-compulsory levels (e.g., Steen 2001;Schoenfeld 2004), it is intuitively obvious that historical awareness is key for engaging in meaningful reform discussions (Stanic 1986). So, what do we see happening in K-12 mathematics education now, and how does it relate to what came before it?…”

Section: Introductionmentioning

confidence: 99%

“…These Standards are a substantial answer to that challenge. Notably, there is no mention here that mathematics educators waged battles for curricular coherence at the turn of the twentieth century (Stanic 1986), and they have engaged in similar efforts ever since. Of course, a full analysis of the standards themselves is outside the scope of the paper.…”

Section: Introductionmentioning

confidence: 99%

“…Such views of arithmetic (and mathematics in general) remained relatively stable until decades after the American Revolution. In fact, it was not until the mid-nineteenth century that students began to enroll in public schools in large numbers (Stanic 1986), at which time, due to an increase in commerce and a desire for a rational citizenry (Cohen 2002), the traditional mathematics curriculum of algebra, geometry, and trigonometry made its way to the ranks of secondary schools. This time was an important period in which mathematics began to be viewed as a proxy for teaching logic and rationality-key subjects for any informed citizenry of a republic.…”

Section: Introductionmentioning

confidence: 99%

“…The Common Core State Standards for Mathematics (CCSSM)-the newly dominant and controversial standards used for K-12 mathematics education-appear to have been created with little historical understanding. Indeed, in spite of the fact that we have gone through more than a century of similar reform efforts (Stanic 1986), the preamble of the CCSSM notes:…”

Section: Introductionmentioning

confidence: 99%

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Quantitative Literacy for the Future Flourishing of our Students: A Guiding Aim for Mathematics Education

Tunstall¹

2017

Numeracy

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In this essay, I examine the extent to which mathematics education and education for quantitative literacy support students' present and future flourishing, a concept that entails realizing objective goods in a life lived from the inside. This perspective requires disentangling philosophical assumptions about the aims of mathematics education, which-in the context of flourishing-I take to be a hybrid of those that have informed curricular discussions over the past two centuries. In the process, I problematize ("make strange") many of the common reasons given for students learning mathematics, including: learning it for one's career, for one's logical reasoning skills, or for its own sake. My conclusion is that, through the end of compulsory schooling, all students should take coursework that fosters quantitative literacy, or the ability and disposition to use, interpret, and criticize numbers as they manifest in daily life. In addition, in the same environment, traditional mathematics should be included and compulsory up to grade eight, but afterward required only insofar as it is necessary for fulfilling one's goals. I pursue this line of argument with full cognizance of sociopolitical elements of mathematics education and other challenges in implementation, noting that appealing to consequences-while fine as a justification for avoiding change in the short-term-is not a tenable justification for doing so in the long-term. I challenge readers to reflect on our ability to empower students for future flourishing, and to consider the role that mathematics has in doing so.

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