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A formal move for 840'spublic education began to materialize in the 1840's
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Stock Market heads down and bottoms out leading to the Great Depression. 13 million people unemployed
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Great Depression. Other countries (not the US) made special appeal to the youth - made them feel important - given special roles and priveleges to promote the national interest
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In response to Sputnik: "New Math" Era - Set theory and structural properties of mathematics appear in textbooks - push to "jump-start" young children in mathematics.
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Teachers were unprepared to teach New Math content, and professional development was not forthcoming. Parents at a loss for helping their children with hw.
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Dr. Jennifer Chauvot is born is born in Schenectady, NY.
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Back to basics: response to open classrooms and business/industry claims that high school students were not prepared; Basal mathematics textbooks became commonplace in middle schools during this time, with heterogeneous groupings at the seventh grade and differentiation occurring in eighth grade. The more able eighth graders were placed into algebra instead of using the standard eighth-grade textbook. State and district competency testing kicks in
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The development of a national consensus was reinforced by the publication of several addit likeminded documents by the Mathematical Sciences Education Board of the National Research Council. They included: Everybody Counts-A Response to the Nation on the Future of Mathematics Education (1989), Reshaping School Mathematics: A Philosophy and Framework for Curriculum (990), Counting on You-Actions Supporting Mathematics Teaching Standards (1991)
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Early 1990s: NSF funds many curriculum projects. Over 8 years the NSF held a series of annual conferences at which representatives of instructional materials development projects for mathematics in Grades K-12 were invited to discuss issues of common concern. Many of the Standards-based materials differ markedly from the traditional content and approaches that most Americans remember from their own schooling experiences.
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These Standards-based materials have far more problems set in realistic contexts and far fewer exercises requiring only arithmetic or algebraic computation.
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[Adding it Up: Helping Children Learn Mathematics](at http://www.nap.edu/catalog/9822/adding-it-up-helping-children-learn-mathematics)Strands of proficiency published here.
