The development of secondary school mathematics education in the United States, 1950-1965: Origins of policies in historical perspective.

摘要

This dissertation presents the historical developments that reformed mathematics education during 1950-1965. From both the abstract mathematical concept of Cantor's Set and the Progressive Movement's elimination of rote and introduction of the discovery method, mathematics education drew wisdom from the past to rebuild secondary mathematics. Through private research funds and university projects such as the University of Illinois Committee on School Mathematics (UICSM), America attempted to reform mathematics education. UICSM, under Max Beberman, became a model for later projects.;The Commission on Mathematics of the College Entrance Examination Board (CEEB) contributed to reforming secondary mathematics education. Research supported by the National Council of Teachers of Mathematics (NCTM) also revised secondary mathematics. Critical changes in mathematics education occurred as a result of these reform efforts.;This dissertation reveals that these reforms required greater political and financial support. Only the extensive resources of the federal government could support such critical educational needs. Congress created the National Science Foundation and passed the National Defense Education Act of 1958. Combining the recommendations of CEEB and NCTM while using UICSM as a model for mathematics projects, a program of national scope, the School Mathematics Study Group (SMSG), directed by Edward G. Begle was established.;Beyond curriculum innovations, the mathematics reforms generated teacher institutes, inservice education, pedagogical modifications and student enthusiasm. During the 1960s, the educational effectiveness of the mathematics reforms was researched and evaluated. America's diverse student population, composed of the deprived, the disadvantaged, the bilingual, the handicapped and the low-achiever as well as the average and the gifted, needed to be addressed.;The American mathematics education reforms from 1950-1965 stimulated research, changed obsolete concepts and contributed to policy changes. This dissertation shows in historical perspective the efforts, findings and the models used in the national reforms. The contributions of this period can be used to assist and encourage mathematics educators to continuously modify programs to educate America's students.