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The American Subject: The New Math and the Making of a Citizen.

机译：美国主题：新数学与公民的创造。

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摘要

This dissertation is a political history of the "new math," a curriculum that was widely used in American schools between 1955 and 1975. It focuses on the novel textbooks and materials produced by the School Mathematics Study Group (SMSG), a federally-funded organization led by mathematician Edward Begle. Rather than exploring the efficacy or institutional history of the curriculum, I use the new math to trace changing ideas about the relationship between teaching mathematics and cultivating desirable mental habits. Learning mathematics counted as learning to think well; debates about the math curriculum were debates about the intellectual discipline future citizens would need. The title, "The American Subject," is therefore intentionally ambiguous: "subject" refers both to the discipline taught and the person trained. Mathematics was understood to be the discipline that disciplines.;The rise and fall of the math embedded the changing politics of mid-century America. From its promising origins to its ignominious demise a decade and a half later, the new math was never primarily about improving the test scores of students or creating more mathematicians. With the nation facing a series of moral, intellectual, and social challenges, its promoters claimed the new math provided a new way to think, meant to forge the sort of citizen "modern" society required. Evaluation of the math curriculum entailed conceptions both of the nature of mathematical knowledge and of the mental habits most desirable for future citizens. Forged in the crucible of Cold War fears of intellectual inadequacy, deployed in the heyday of the liberal "Great Society," and criticized by ascendent conservatives in the seventies, the new math was political through and through.
机译：本论文是“新数学”的政治历史，该课程在1955年至1975年间在美国学校中广泛使用。它着重于由联邦资助的学校数学研究小组（SMSG）制作的新颖教科书和材料数学家Edward Begle领导的组织。我没有探索课程的功效或机构历史，而是使用新的数学来追踪关于数学教学与培养理想的心理习惯之间关系的不断变化的观念。学习数学被认为是学习好思想。关于数学课程的辩论是关于未来公民需要的知识学科的辩论。因此，“美国主题”这个标题是故意模棱两可的：“主题”既指所教的学科又指受训的人。数学被认为是一门学科。数学的兴衰嵌入了世纪中叶美国不断变化的政治。从其有希望的起源到十年半以后的衰落，新数学从来就不是要提高学生的考试成绩或培养更多的数学家。在这个国家面临一系列道德，知识和社会挑战的情况下，其倡导者声称新的数学方法提供了一种新的思维方式，旨在打造一种所需的公民“现代”社会。对数学课程的评估需要既包含数学知识的本质，又包含未来公民最希望拥有的心理习惯的概念。在冷战时期对知识不足的恐惧中建立起来，在自由派的“伟大社会”的鼎盛时期展开，并在70年代受到保守派保守派的批评，新的数学贯穿始终。

著录项

  • 作者

    Phillips, Christopher James.;

  • 作者单位

    Harvard University.;

  • 授予单位 Harvard University.;
  • 学科 Education Mathematics.;History of Science.;Education History of.;History United States.
  • 学位 Ph.D.
  • 年度 2011
  • 页码 288 p.
  • 总页数 288
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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