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The reasoning behind the New Math: from the US to Luxembourg
Nadimi Amiri, Shaghayegh


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Keywords :
reasoning; New Math
Abstract :
[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.
Disciplines :
Sociology & social sciences
Author, co-author :
Nadimi Amiri, Shaghayegh ;  University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS)
Language :
Title :
The reasoning behind the New Math: from the US to Luxembourg
Publication date :
03 September 2016
Event name :
Theory and Data in the History of Education Doctoral Colloquium
Event organizer :
University of Stanford
Event place :
San Francisco, Palo Alto, United States
Event date :
From 1-9-2016 to 3-9-2016
Audience :
Focus Area :
Educational Sciences


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