Reference : The reasoning behind the New Math: from the US to Luxembourg
Scientific Presentations in Universities or Research Centers : Scientific presentation in universities or research centers
Social & behavioral sciences, psychology : Sociology & social sciences
Educational Sciences
http://hdl.handle.net/10993/29322
The reasoning behind the New Math: from the US to Luxembourg
English
Nadimi Amiri, Shaghayegh mailto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS) >]
3-Sep-2016
International
Theory and Data in the History of Education Doctoral Colloquium
From 1-9-2016 to 3-9-2016
University of Stanford
San Francisco, Palo Alto
United States
[en] reasoning ; New Math
[en] Since 1958 a series of new reform programmes, known as “New Math reform” tried to fundamentally deconstruct the mathematics education of schools in the United States. This reform aimed to promote the “problem-solving” abilities in students and was a means to modernise not just the school math education but also the idea of why students should learn mathematics. Later, the reform project travelled to Europe through the support of the OECD and some other international or European organisation. This paper briefly reviews the process of the adaptation of this reform project in Luxembourg during the 1960s and 1970s. The aim is to look at how the ideological background about mathematics education, and in general education, mattered in the preceding of this school reform.
Researchers ; Professionals ; Students ; General public ; Others
http://hdl.handle.net/10993/29322
http://sites.stanford.edu/theoryanddata2016/

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