New Math: A Radical Approach to Mathematics Education in the 1960s

Introduction

• New Math: An experiment in US schools during the 1960s.
• Objective: Modernize the math curriculum, emphasizing understanding over rote memorization.
• Content: Included set theory, counting in different bases, and distinctions between numerals and numbers.

Background and Motivation

• Post-WWII Influence: Shift in priority towards science and technology.
• Curriculum Criticism: Existing math curriculum was outdated, focusing on basic arithmetic rather than deeper understanding.
• Cold War Context: Math was seen as crucial for national security and technological supremacy.

New Math Development

• Pioneers: Max Beberman, known as "the father of new math"; promoted discovery learning.
• Approach: Introduced abstract concepts early, focusing on "structure" in math.
• Divisions in Mathematics: Debate between applied and pure mathematics.
• Pure Mathematics: Emphasized in new math, seen as more modern.

Implementation and Challenges

• Textbooks: New math textbooks aimed to teach underlying mathematical structures.
• Teacher Training: Lack of adequate training for teachers, especially in elementary schools, was a major issue.
• Parental Confusion: New methods were unfamiliar to parents, leading to resistance.

Criticism and Backlash

• Media and Public Opinion: Criticized for neglecting basic arithmetic and for being too abstract.
• Figures Against New Math: Richard Feynman and Morris Kline criticized new math for its complexity and lack of practicality.
• Cultural and Political Shifts: Context of 1960s and 70s, distrust in experts, and a shift back to traditional values.

Legacy and Impact

• Continued Influence: Despite its reputation, some new math concepts remain.
• Educational Reforms: New Math sparked ongoing debates, leading to subsequent reforms like Common Core.
• Math Wars: Ongoing debate about the best approach to teaching mathematics.

Conclusion

• Educational Challenges: Balancing understanding with practical skills remains contentious.
• Political Nature: Education, specifically math education, often reflects broader societal and political debates.
• Enduring Questions: Questions about the purpose and method of teaching math continue to evolve.