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230316s2023 sz a ob 001 0 eng d |
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|a 1372399072
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|a 9783031111662
|q (electronic bk.)
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|a 3031111664
|q (electronic bk.)
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|z 9783031111655
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|z 3031111656
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|a 10.1007/978-3-031-11166-2
|2 doi
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|a (OCoLC)1372368739
|z (OCoLC)1372399072
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|a QA11.2
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|a HCDD
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|a Modern mathematics :
|b an international movement? /
|c Dirk De Bock, editor.
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|a Cham :
|b Springer,
|c [2023]
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|c ©2023
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|a 1 online resource (xli, 596 pages) :
|b illustrations (some color).
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|a text
|b txt
|2 rdacontent
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|a computer
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|2 rdamedia
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|a online resource
|b cr
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1 |
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|a History of mathematics education
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|a Includes bibliographical references and indexes.
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|a The international New Math developments between about 1950 through 1980, are regarded by many mathematics educators and education historians as the most historically important development in curricula of the twentieth century. It attracted the attention of local and international politicians, of teachers, and of parents, and influenced the teaching and learning of mathematics at all levelskindergarten to college graduatein many nations. After garnering much initial support it began to attract criticism. But, as Bill Jacob and the late Jerry Becker show in Chapter 17, some of the effects became entrenched. This volume, edited by Professor Dirk De Bock, of Belgium, provides an outstanding overview of the New Math/modern mathematics movement. Chapter authors provide exceptionally high-quality analyses of the rise of the movement, and of subsequent developments, within a range of nations. The first few chapters show how the initial leadership came from mathematicians in European nations and in the United States of America. The background leaders in Europe were Caleb Gattegno and members of a mysterious group of mainly French pure mathematicians, who since the 1930s had published under the name of (a fictitious) Nicolas Bourbaki. In the United States, there emerged, during the 1950s various attempts to improve U.S. mathematics curricula and teaching, especially in secondary schools and colleges. This side of the story climaxed in 1957 when the Soviet Union succeeded in launching Sputnik, the first satellite. Undoubtedly, this is a landmark publication in education. The foreword was written by Professor Bob Moon, one of a few other scholars to have written on the New Math from an international perspective. The final epilogue chapter, by Professor Geert Vanpaemel, a historian, draws together the overall thrust of the volume, and makes links with the general history of curriculum development, especially in science education, including recent globalization trends.
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|g 1.
|t Modern mathematics: an international movement diversely shaped in national contexts /
|r Dirk De Bock --
|g Part I: Preparing the reform on both sides of the Atlantic.
|g 2.
|t The rise of the American new math movement: how national security anxiety and mathematical modernism disrupted the school curriculum /
|r David Lindsay Roberts --
|g 3.
|t The early roots of the European modern mathematics movement: how a model for the science of mathematics became a model for mathematics education /
|r Dirk De Bock --
|g 4.
|t The Royaumont seminar as a booster of communication and internationalization in the world of mathematics education /
|r Fulvia Furinghetti and Marta Menghini --
|g Part II. Implementation of the reform around the world.
|g 5.
|t The modern mathematics movement in France: reforming to what ends? The contribution of a cross-over approach to modernity /
|r Hélène Gispert --
|g 6.
|t West German Neur Mathematik and some of its protagonists /
|r Ysette Weiss --
|g 7.
|t New mathematics in the United Kingdom: projects and textbooks as driving forces of curriculum reform /
|r Leo Rogers --
|g 8.
|t Modern mathematics in Italy: a difficult challenge between rooted tradition and need for innovation /
|r Fulvia Furinghetti and Marta Menghini --
|g 9.
|t The distinct facets of modern mathematics in Portugal /
|r Jóse Manuel Matos and Maria Cristina Almeida --
|g 10.
|t Papy's reform of mathematics education in Belgium: development, implementation, and controversy /
|r Dirk De Bock and Geert Vanpaemel --
|g 11.
|t A tale of two systems: a history of new math in The Netherlands, 1975-1980 /
|r Danny Beckers --
|g 12.
|t Nordic cooperation on modernization of school mathematics, 1960-1967 /
|r Kristín Bjarnadóttir --
|g 13.
|t Reforms inspired by Mathématique Moderne in Poland, 1967-1980 /
|r Zbigniew Semadeni --
|g 14.
|t The new math in Hungary: Tamás Varga's complex mathematics education reform /
|r Katalin Gosztonyi --
|g 15.
|t New math and the South Slavs /
|r Snezana Lawrence --
|g 16.
|t The Kolmogorov reform of mathematics education in the USSR /
|r Alexandre Borovik --
|g 17.
|t The influence of Royaumont on mathematics education in the USA /
|r Jerry Becker and Bill Jacob --
|g 18.
|t Aspects of Canadian versions of so-called "modern" mathematics and it teaching: another visit to the old "new" math(s) /
|r David Pimm and Nathalie Sinclair --
|g 19.
|t New math in Latin America (and a Glimpse at Costa Rica) /
|r Angel Ruiz --
|g 20.
|t Modernizing mathematics teaching: international dialogues from Brazil /
|r Elisabete Zardo Búrigo and Wagner Rodrigues Valente --
|g 21.
|t Australian school mathematics and "colonial echo" influences, 1901-1975 /
|r Nerida F. Ellerton and M.A. (Ken) Clements --
|g 22.
|t What did the "new math movement" bring to Hong Kong in the 1960s and the 1970 (and Beyond)? /
|r Man-Keung Siu and Ngai-Ying Wong --
|g 23.
|t Modern mathematics: an international movement, the experience of Morocco /
|r Ezzaim Laabid --
|g 24.
|t Modern mathematics curriculum reforms in Ghana: UK and USA influences /
|r Damian Kofi Mereku.
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|a Online resource; title from PDF title page (SpringerLink, viewed March 16, 2023).
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| 650 |
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|a Mathematics
|x Study and teaching
|x History
|y 20th century.
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|a Mathematics
|x Study and teaching
|2 fast
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|a 1900-1999
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|a History
|2 fast
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|a Bock, Dirk de.,
|e editor.
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|i Print version:
|z 3031111656
|z 9783031111655
|w (OCoLC)1330404001
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| 830 |
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|a History of mathematics education.
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|u https://holycross.idm.oclc.org/login?auth=cas&url=https://link.springer.com/10.1007/978-3-031-11166-2
|y Click for online access
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|a SPRING-ALL2023
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|a 92
|b HCD
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