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In the 19th and early 20th centuries, education in the United States underwent significant changes and developments. The education system was largely decentralized, with each state and locality responsible for establishing its own schools and curriculum. Education was heavily influenced by religious and moral values, with the focus of education was on basic literacy and numeracy skills, with limited emphasis on critical thinking or practical applications of knowledge (Gates, 2003).
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During the 1930s, the Great Depression had a significant impact on the education system. The decrease in employment opportunities for young people led to a surge in high school enrollment, and students began staying in school for longer durations. In response to these changes and the economic challenges faced by the average citizen, Detroit introduced a new seventh and eighth grade mathematics course in 1938-39. -
Prior to 1959, the primary focus of education in the United States was on general mathematics and arithmetic. These subjects constituted the core of what was taught and learned in schools, emphasizing basic numeracy skills and practical applications of mathematics. However, the launch of the Russian satellite Sputnik in 1957 sparked widespread fears of the United States falling behind other nations intellectually, particularly in the realm of science and technology (Lappan & Wanko, 2003).
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During this period, teacher education activities in mathematics were strengthened. The ESEA aimed to strengthen state departments of education and provided funding to support various educational programs, including Title 1, which focused on providing compensatory education for economically disadvantaged students and children with disabilities. Additionally, during this era, there was a notable shift in mathematics education known as the "new math" movement (Becker & Perl, 2003).
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The 1970s was a decade characterized by disillusionment and public dissatisfaction with the state of education in the United States. State departments of education faced criticism and were perceived as being complicit in the perceived shortcomings of the education system. In response to these concerns, the "back to basics" movement gained momentum, advocating for a return to traditional and fundamental teaching methods, particularly in subjects like mathematics and reading (Angus & Mirel, 2003).
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During the 1980s, the National Council of Teachers of Mathematics (NCTM) emerged as a prominent and influential force in shaping mathematics education in the United States. NCTM's efforts focused on developing comprehensive curriculum and evaluation standards for mathematics education, aiming to provide a framework for high-quality instruction and assessment. Their standards set forth guidelines for what students should know and be able to do at various grade levels (Gates, 2003).
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In 2002, the United States witnessed the implementation of the landmark education reform legislation known as the No Child Left Behind Act (NCLB). This act was a reauthorization of Title 1 of the Elementary and Secondary Education Act (ESEA) and aimed to improve the quality of education and accountability in schools across the country. One of the primary goals of NCLB was to ensure that all students, regardless of their backgrounds (Puckett & Johanna, 2023)
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The Race to the Top (RTTT) initiative, launched in 2009 by the U.S. Department of Education, represented a major federal effort to promote educational reform and improvement in the nation's schools. It aimed to provide competitive grants to states, encouraging them to implement innovative and effective educational practices. The central premise was to allocate more funding to states on the condition that they committed to adopting and implementing high-quality education standards (Tanner, 2013).