Summary and reflection on “Battle Ground Schools: Mathematics Education”

This article highlights the issue of “progressive” and “conservative” approach toward mathematics. This battle is going on since late 19th century. While conservative approach emphasis on fluency in mathematics by authoritative way, progressive approach believe in understanding mathematics from own experiences and stimulation by teachers.
Mathematics was always viewed as “hard, cold, distant and inhumane” by most of the people. Condition becomes worse when it is taught by teachers who are not skilled in mathematics. Administrators think that instruction can be given by anybody from the textbook. Clearly, they just believe that math is memorization of facts and ther is no understanding involved the subject.
To improve the quality of mathematics, three movements occurred so far i.e. progressivist reform (1910-1950), the new math (1960) and the math war over the NCTM (1990-present). Accelerating industrialization was main reason for progressive reform and it emphasizes on meaningful mathematics rather than mere memorization for productive roles in a democratic and industrial society. John Dewey, main activist of this reform, encouraged “the process of experimentation and inquiry”. However, his recommendations were not fully followed. Then the New Math comes into play after the post war period when America wants to go ahead of USSR and want all students to be scientists, which was influenced by mathematicians in France and it spread across the world. This math was again “highly conservative”. In late 1980’s, math was brought back to basic curriculum. NCTP set the standards for mathematics which were “initially well-received by both government and teachers”. However, in mid-1990’s, anti-progressive views started coming up again.
The battle between conservatives and progressivist is still going on. Political and educational leader should think about the students rather than being rigid to their own believes. There should be balance of everything in the curriculum and present and future needs of students should be taken in care equally.