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The New MathA Political History$
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Christopher J. Phillips

Print publication date: 2014

Print ISBN-13: 9780226184968

Published to Chicago Scholarship Online: May 2015

DOI: 10.7208/chicago/9780226185019.001.0001

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PRINTED FROM CHICAGO SCHOLARSHIP ONLINE (www.chicago.universitypressscholarship.com). (c) Copyright University of Chicago Press, 2021. All Rights Reserved. An individual user may print out a PDF of a single chapter of a monograph in CHSO for personal use.date: 25 July 2021

The Subject in the Classroom

The Subject in the Classroom

The Selling of the New Math

Chapter:
(p.96) Chapter Five The Subject in the Classroom
Source:
The New Math
Author(s):

Christopher J. Phillips

Publisher:
University of Chicago Press
DOI:10.7208/chicago/9780226185019.003.0005

This chapter shifts the focus from the design of model textbooks to the movement of actual textbooks from the drawing boards of university mathematicians to the desks of American schoolrooms in the 1960s. Curriculum reformers relied on legions of testing sites, rapid redrafting of preliminary editions, and close connections with commercial publishers to overcome the traditional barriers to large-scale reform. Using educational journals, textbook publishing records, and school board archives, this chapter examines how the new math revolutionized the content of American mathematics education, and in particular the way the process in high schools substantively differed from that in elementary schools. Such distinctions were not widely noted at the time because in both settings proponents justified reform by claiming “modern” math was needed to train students to be able to solve the problems of the modern world.

Keywords:   Textbooks, new math, publishers, school boards, mathematics education, high schools, elementary schools

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