Battleground Schools: Mathematics Education

Summary

The article presents the battle around mathematics education between the progressive and conservative positions in mathematics education since 1900. While the first view supports a more conservative and authoritative way of teaching and learning mathematics focusing on facts and algorithms, the second view argues for understanding of mathematics concepts, and an exploratory and  inquiry-based mathematics learning. This battle progressed through three phases; (1) The progressive movement (1910-1940) associated with John Dewey movement to develop “Scientific and democratic thinkers” through inquiry and active learning. (2) The New Math reform movement (1960’s) that was based on the belief that mathematics curriculum should completely change to prepare students to become “the elite rocket scientists of the future.” The new math curriculum focused on bringing the university abstract topics of mathematics to teach in elementary and secondary schools. (3) The wars over NCTM standards (1990’s-present) are still going today with no present solution.  The NCTM standards recommended a reform in mathematics education through teachers ‘workshops and training and the inclusion of parents and technology. Despite the fact that the NCTM standards were originally welcomed by the government and teachers, an opposing right-wing conservative stands appeared in the mid 1990’s supported by religious figures. The public was divided between the two views which reflected the conflict between left and right wings’ political views.

My response

I was a teacher assistant in one of the elementary mathematics classes at UBC and I was surprised with the high anxiety that most of the teachers candidate had towards mathematics. It is a fact that kids are exposed to math-phobic teachers who lack confidence in teaching mathematics. That, of course, will affect students view about mathematics and about themselves as mathematics learners. It is true that we are trying our best to boost students’ confidence in learning mathematics but are we doing enough to boost teachers’ confidence?