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- 1. A Historiography of U.S. Mathematics Education, 1776-2014 Dissertation Prospectus by Allen M. Dimacali December 17, 2014 1
- 2. Need for the Study • Historiography - the writing of history based on the critical examination of sources, the selection of particulars from the authentic materials, and the synthesis of particulars into a narrative (Merriam-Webster) 2
- 3. Need for the Study • A historical perspective on mathematics education reform considers the cultural and social context of the past (Cawelti, 1985). • “If you want to fix a social or political problem, look to schools” (Steeves et al., 2009). 3 mathematics education reform political forces & issues economic forces & issues social forces & issues
- 4. Need for the Study • Mathematics education has a long and rich history rooted in reform movements. • Influenced by several major reports: – 1893: Report of the Committee of Ten – 1980: An Agenda for Action – 1983: A Nation At Risk – 2000: Principles and Standards for School Mathematics 4 Discovery Learning New Math Back to Basics Standards
- 5. Need for the Study • Lessons from the past may help to inform future changes in mathematics content, curriculum, and instruction. 5 1776 changing socioeconomic and sociopolitical culture and environments Present
- 6. Purpose of the Study • To gain a sense of perspective regarding the history of mathematics education in the U.S., connecting the “current” social, economic, and political environment of the time to the evolutionary phases of mathematics education • the “Big Picture” 6
- 7. Research Questions 1. What were some major social, economic, or political issues, forces, and events during the time period 1776-2014 that consequently affected mathematics education? 2. How did mathematics education change as a result; that is, what reform efforts were implemented and employed? 3. What trends, if any, can be observed from the mathematics education reform movements of the past? 7
- 8. Procedures of the Study • Historical Methodology -gathering facts/evidence and formulating ideas about the past • From Reliable Sources: An Introduction to Historical Methods – Howell & Prevenier, 2001 • Historians’ Fallacies: Toward a Logic of Historical Thought – Hackett Fischer, 1970 8
- 9. Procedures of the Study • Historical Methodology -gathering facts/evidence and formulating ideas about the past • Analysis of primary, secondary, and tertiary sources: – historical archives – documents and research publications in education, history, mathematics, and mathematics education – textbooks 9
- 10. Q & A • Questions, comments, concerns? 10
Editor's Notes
- What do I know? In what is my expertise? Common Core State Standards for Mathematics What research/data is available? little to none, especially since they have yet to be implemented fully and assessed What else do I know? CCSS is yet another reform movement
- Narrative Historical study – contemporary history Lots of good articles about rise and fall of the New Math Lawrence (Larry) Cremin – expert in colonial education – History of Education in Colonial America – buy this book HISTORIOGRAPHY – look at perspective Economic, political, military events – connect to mathematics education Look before Sputnik 2nd thesis: public opinion on mathematics education reform – little relevance to history and real-world events Education in the US from 1776 to the present --Look at major events in the US --Connect education to events in the real world --Revolutionary War – leading technical institutes at the time was Westpoint – greatly influenced by wars and aftermath of wars – schools emulated English school system – higher math only taught at Westpoint to train skilled artileries – all textbooks used at Westpoint were French (Lagrange Geometry was used) ----model of UK not popular even in lower grades ----US ideas for teaching arithmetic came from other countries --Civil War – did this war have any influence on the teaching of mathematics --concentrate on curriculum – how did textbooks change in response to economy, politics, society at the current time --rise of the US as a world power after the Spanish-American War – changes in mathematics that followed this: rise of Germany and role of modern math The greatest instrument of change are wars and funerals. Dr. Karp and Dr. Smith – very good mathematics historians Start with a good history of U.S. Historical method – taught in Humanities department – research methods class http://www.tc.columbia.edu/a%26h/history-ed/courses.asp A&HH6041 Historical method Permission of instructor required. Methods, principles, and problems of historical research and interpretation. Designed for students throughout the College undertaking systematic inquiries on historical topics. Instructor: Cally Waite A&HH4070 History of Education in the United States The development of American education in the context of American social and intellectual history. Instructor: Ansley Erickson
- What issues, forces, key events, and key players helped shape mathematics education reform? Historical events serve “as a precedent for how we respond to political and social crises—by turning our attention and shifting human and financial resources towards schools…if you want to fix a social or political problem, look to schools.” For example: During the Progressive Era (1890-1920), there was a great expansion of high schools throughout the United States, and people of all walks of life began attending high school. A high school education became the new normal for many people, and many different types of people became prepared for college, even if they didn't all go to college. The Progressive Era value of education was an important driving factor in the high school movement. Progressives saw that education was key to equality for all people, including those who had traditionally been shut out of power, like women and racial minorities. The Progressive Era was mostly fueled by urban, educated people who saw that the country would benefit if everyone had opportunities to be their best. One of the major goals of the movement became making a better way of life for immigrants, minorities, and poor residents of cities. After all, if the majority of progressives lived in urban areas, it stands to reason that they would be concerned with cities and other urban areas. In the late 19th and early 20th century, there was a great distance between the rich and powerful and the poor immigrants and minorities of the city. In many urban areas, the richest people in the world lived only a mile or two from the poorest and most dejected Americans. To many people in the Progressive Era, education was seen as an important way to bridge the gap between the rich and poor, the powerful and the powerless. Many urban poor people worked in factories, which were still new during the late 19th century. As more and more cities sprang up around factories, the need for education grew.
- Reform movements and the influential reports accompanying them are themselves rooted in the social, economic, and political culture and historical events at the time.
- This HISTORIOGRAPHICAL study aims to take a rather comprehensive look at the history of mathematics education reform in the United States from its birth as an independent nation in 1776 to the present. This study will contribute to the intersection of history, the history of education, the history of mathematics, and the history of mathematics education by examining key time periods and events from 1776 to 2014 that prompted reform efforts, including a discussion of the current Common Core movement. Although the 32nd yearbook of the National Council of Teachers of Mathematics (NCTM, 1970, 2003) is a formidable source of history of mathematics education in the US and Canada, the themes of issues and forces related to mathematics education are quite brief. A more complete historiography of American mathematics education would provide the “bigger picture” of understanding the various reform movements and the socioeconomic and sociopolitical culture and environments within which such reform movements developed.
- Additionally, this study aims to develop an appreciation of how American mathematics education has evolved, and to examine lessons learned from past reform movements in mathematics education to inform current and potential future reform movements. Howden (2000) emphasizes the importance of obtaining the “big picture” of American mathematics education and curriculum when he states, “Learn from the past, look to the future” (p. 304). Reflection and critical examination of the past may prompt bold action for increased improvement in mathematics education.
- Howell & Prevenier – techniques for conducting historical research Hackett Fischer – common and egregious types of historical errors when conducting historical research and writing
- Through documentation and observation of the social, economic, and political climate at different key points in American history, the study will track and describe not only major reform movements in mathematics education, but also the historical issues, forces, and events which correlate to and consequently led to major reform movements in mathematics education.
- http://pdkintl.org/noindex/2013_PDKGallup.pdf