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Harvard hires first math professor
Before 1726, college preparatory schools supported the faculty psychology approach to education, believing that the mind trained on the most difficult subjects would be prepared for any task. This meant learning ancient languages. Then, in 1726, Harvard hired its first professor of mathematics and later, began requiring proficiency in arithmetic as a requisite for entrance to college. This also caused a response in secondary schools where they started teaching arithmetic, followed by geometry. -
Education in Early America 1800-1850
Academically based education.
The major contributors were:
Edward Youmans (1821-1887)
Who believed that science needs broader mental abilities than classical studies and,
Thomas Huxley (1825-1887)
Who thought science helps with understanding everyday life and
the source of our knowledge comes from objects.
Both of these men led the charge against classical education. -
Arithmetic being taught in elementary schools 1821-1894
During this time frame, arithmetic was passed from high schools to elementary schools, teaching students math skills at an earlier age. -
Pestalozzi
Pestalozzi- the father of modern education. His ideas led to educational reform in England in the nineteenth century His ideas invlolved using the senses
Learning happened with objects, not books
Learning occured based on a child's natural curiosity and the teacher acted as a guide. The child centered approach.
Pestalozzi's teaching in a residential school inspired progressive educators -
Johann Herbart
Herbart- German philosopher and educator. Led renewed interest in realism. Considered one of the founders of modern scientific pedagogy.
Practical skills & information
Ethics and moral character
Student interest in learning
Conceptual understanding is build by inductively exploring
Gave educators a systematic approach to teaching through 5 steps: preparation, presentation, association, generalization, and application. -
The Committee of 10
The National Education Association appointed a Committee of Ten in 1892 to establish a standard curriculum. Two major recommendations: the first was earlier entry of some subjects, the second was all students should have the same college prep education.
Science should be 25% of curriculum
Results:
Less classes offered, labs were encouraged, and science enrollment increased. -
The Committee of 10
The committee of 10 also required the inclusion of mathematics into the curricula. They required that algebra and geometry should be taught starting in elementary school and that math should be taught all four years of high school. they also proposed that high schools teach parallel courses in algebra and geometry designed for integrating the subjects, which did not work well. -
The Committee of College Entrance Requirements
The committee set the requirements for college entrance and this approach is still used today.
Controversial in that many science subgroups did not complete their tasks -
Progressive Era 1917-1957
Child centered learning and teaching with real world applications -
The Seven Cardinal Principles
The focus of this commission was to form objectives for secondary education. The commission started a standard of forming goals before reforming schools. Changes were needed because of increased enrollment in secondary schools. A new focus that would take into account individual differences, goals, attitudes, and abilities was adopted. -
The National Council of Teachers of Mathematics
Found in 1920, The National Council of Teachers of Mathematics would help keep the values and interests of mathematics before the education world. This council was, in part, created as a counterpart to progressive education. -
National Committee of Mathematical Requirements
Mathematical Association of America appoint the National Committee of Mathematical Requirements and publish a report in 1923 responsible for formulating a plan of curriculum in regards to mathematics. The report also discussed the training of teachers in other countries, issues related to the psychology of learning mathematics, and justified the study of mathematics. -
New Math movement 1950-1960
The inception of the New Math was the collision between skills instruction and understanding. The New Math Movement introduced calculus at the high school level, encourage more students to take algebra and geometry, and introduced more formal mathematics. -
John Dewey
He believed that education and learning are social and interactive processes. Student should be allowed to interact and experience curriculum, students should take part in their own learning.
Before Dewey, science education was more focused on the memorization of science facts; Dewey shifted the focus of science education to being a process of knowledge construction. Dewey was instrumental in instituting laboratory experiences in science education. -
Sputnik Era 1957-1970
Curriculum reformers of the Sputnik era shared a common vision. They replaced the content of topics and information for a curriculum based on the fundamental ideas and the modes of scientific inquiry and mathematical problem solving. The reform replaced textbooks with materials that included films, activities, and readings. Now, students would learn the structures and procedures of science and mathematics disciplines instead of emphasizing information, terms, and applied aspects of content. -
National Defense Education Act
After the launch of the first satellite into space, Congress passes the National Defense Education Act, to catch America up. Deficiencies of math and science instruction taught in public schools was blamed, and the act was created to increase the number of math, science, and foreign language majors. -
NDEA- National Defense Education Act
Signed into law, providing funding to educational institutions at all levels. A science initiative to increase the technological sophistication and power of the US. This act gave grants to teachers and put money into math and science education. -
Scientific Literacy (1960-1980's)
Major Idea: Science should be relevant to all
Impact: Ideas still used today through standards and benchmarks
Criticism: was not specific enough, too broad
Contributor: National Science Teacher's Association (NSTA) -
Open Education Movement 1970's
The Open Education Movement was a repetition of The Progressive movement of the 1920's. It let children decide each day what they should learn. Activity centers, play areas, and reading areas were set up and children could decide what they wanted to do, and how long they wanted to stay. Open education did not benefit low income students who had limited resources and limited support at home. This cause standardized test scores to fall for those low income students -
Project Synthesis
project funded by National Science Foundation to determine the status of science education. it gave an overall picture of education- what we have, want, and the difference between the two.
Four goals were identified and became the justifications for school science and for judging the curriculum and instruction that is still used today. The four goals are; personal needs, societal issues, career awareness, and academic preparation all centered around science education. -
Science Technology Society- STS movement (1980's)
the study of how social, political, and cultural values affect scientific research and technological innovation, and how these, in turn, affect society, politics and culture. The aim is to develop scientifically literate students who will know what they are doing and influence others to make sound choices. Belief that science contributes to good citizenship, positively influenced society, made use of multiple disciplines. There was no funding or political support for this movement. -
Report by a presidential commission
A 1980 report by a presidential commission pointed to low enrollments in advanced mathematics and science courses and the general lowering of school expectations and college entrance requirements. An Agenda for Action and A Nation at Risk were also released. -
An Agenda for Action 1980
The report called for new directions in mathematics education. An Agenda for Action recommended that problem solving be the focus of school mathematics in the 1980's, along with new ways of teaching. Technology should be incorporated. Manipulatives and cooperative learning should be used. There should also be a wider range of assessments used, and an integration of math topics. -
Nation at Risk (1983)
A report stating our nation was far behind others economically due to poor education. The idea was to give all (regardless of race or economic status) the same oppertunities and tools to learn. State and national standards were established and still used today, standardized testing was created. Graduating requirements were increased as were college requirements. This was more of a shock tactic and ignored the role of the teacher. -
A Nation at Risk 1983
Report written by the US Secretary of Education claiming, Our nation is at risk...the educational foundations of our society are presently being eroded by a rising tide of mediocrity that threatens our very future as a Nation and a people. The report highlighted the rise of remedial mathematics courses and also called for standardized tests be used for accountability, that teachers should have more content courses in their training, and textbooks should have more rigorous content. -
NCTM publishes the Curriculum and Evaluation Standards for School Mathematics
The National Council of Teachers of Mathematics published the standards for school mathematics and provides objectives for mathematics curricula and assessment.
Five general goals for all students:
They learn the value of mathematics
They become confident in their ability to do mathematics
They become mathematical problem solvers
They learn to communicate mathematically
They learn to reason mathematically -
Project 2061 (1990's)
Focused on scientific literacy, teaching less so content can be taught better. Developed National Science Education Standards, to prepare students for the future. Created tools such as Atlas, Science for all Americans, Benchmarks for Science Literacy, Blueprints for Reform, which are still used today in the educational system. This laid the foundation for common standards and changed the climate of science education. -
The Professional Standards for Teaching Mathematics published by NCTM in 1991
Established to design a broad framework to guide reform in school mathematics in the next decade. These standards spell out what teachers need to know to teach toward new goals for mathematics education and how teaching should be evaluated for the purpose of improvement. Many states develop frameworks and adopt curricula aligned with the standards. -
The Principles and Standards for School Mathematics published by NCTM in 2000
A comprehensive set of mathematics standards for every student from prekindergarten through 12 grade. Principles and Standards is the first set of rigorous, college and career readiness standards for the 21st century. Outlines the essential components of a school mathematics program, emphasizes the need for well-prepared and well-supported teachers and administrators, and acknowledges the importance of a carefully organized system for assessing students’ learning and a program’s effectiveness. -
Next Generation Science Standards (2010's)
Adopted in 2013, the Next Generation Science Standards (NGSS), which are based on the National Research Council’s Framework for K–12 Science Education,integrate content and application and reflect how science and engineering are practiced in the real world.