Cloth $45.00 ISBN: 9780226184968 Will Publish November 2014
E-book $36.00 Available for pre-order. ISBN: 9780226185019 Will Publish November 2014

The New Math

A Political History

Christopher J. Phillips

Christopher J. Phillips

224 pages | 2 halftones, 6 line drawings | 6 x 9 | © 2014
Cloth $45.00 ISBN: 9780226184968 Will Publish November 2014
E-book $36.00 ISBN: 9780226185019 Will Publish November 2014
An era of sweeping cultural change in America, the postwar years saw the rise of beatniks and hippies, the birth of feminism, and the release of the first video game. It was also the era of new math. Introduced to US schools in the late 1950s and 1960s, the new math was a curricular answer to Cold War fears of American intellectual inadequacy. In the age of Sputnik and increasingly sophisticated technological systems and machines, math class came to be viewed as a crucial component of the education of intelligent, virtuous citizens who would be able to compete on a global scale.

In this history, Christopher J. Phillips examines the rise and fall of the new math as a marker of the period’s political and social ferment. Neither the new math curriculum designers nor its diverse legions of supporters concentrated on whether the new math would improve students’ calculation ability. Rather, they felt the new math would train children to think in the right way, instilling in students a set of mental habits that might better prepare them to be citizens of modern society—a world of complex challenges, rapid technological change, and unforeseeable futures. While Phillips grounds his argument in shifting perceptions of intellectual discipline and the underlying nature of mathematical knowledge, he also touches on long-standing debates over the place and relevance of mathematics in liberal education. And in so doing, he explores the essence of what it means to be an intelligent American—by the numbers.
Theodore M. Porter, University of California, Los Angeles | author of "Karl Pearson: The Scientific Life in a Statistical Age"
“Phillips’s exposition of what the new math meant and how, in practice, it was taught are definite strengths of his book. He reveals unexpected dimensions of the controversy it generated. Its champions in the classroom put more stress on forming free, rational citizens than on raising the level of technical competence in America, while the opposition came not only from defenders of rote learning, but equally from mathematicians who focused on the instrumental value of mathematics for science and technology.”
John L. Rudolph, University of Wisconsin-Madison | author of "Scientists in the Classroom: The Cold War Reconstruction of American Science Education"
“At the intersection of the history of science and history of education, The New Math offers a compelling argument for understanding curriculum reform efforts in mathematics within the context of postwar/Cold War America. Making sense of these reform efforts as a response to the American experience after the war—including the efforts to return to normalcy, the rise of mass/consumer culture, the explosion of an unsettling (for adults) new youth culture, the expansion of secondary education, and the ascendancy of academic (particularly scientific and technical) expertise—enables the story of the new math reforms to shed a broader light on the political and cultural changes taking place during this period. This story provides insights into public perceptions of expertise and the perceived role of the academic (or any kind of) expert in American culture. A quality piece of scholarship.”
Peter Galison, Harvard University | coauthor of "Objectivity"
“‘New Math’ would make a new kind of free American citizen, would put calculation on a firm basis, would restore mathematics to its rightful (high) perch in the intellectual world; it would destroy education, it would make American education into a laughingstock. Full of hope and hyperbole, claims for the new Cold War textbooks could not have been more extreme. In this remarkable book, Phillips tracks this attempt at a national—even international—reform in how schoolchildren would learn math and so come to reason more generally. Rich in sources, precise in history, and ambitious in contextualizing the new math, this book adds powerfully to our understanding of twentieth-century science education, and to debates as to what it means to understand mathematics.”
David Kaiser, MIT | author of "How the Hippies Saved Physics: Science, Counterculture, and the Quantum Revival"
The New Math is ambitious, rich, and remarkably well-written. During the middle decades of the twentieth century, many groups struggled to articulate what ‘mathematics’ is, what ‘mathematicians’ actually do, and how a new approach to mathematics instruction could craft ideal citizens in America’s schools. Mathematics teaching became a symbolic arena to sort out competing notions of proper thinking in the nuclear age. Drawing upon an impressive range of sources, Phillips vividly charts the surprising plasticity of ‘mathematics’ among professional scholars and the voting public in Cold War America.”
Jamie Cohen-Cole, George Washington University | author of "The Open Mind: Cold War Politics and the Sciences of Human Nature"
“In this history of the new math, Phillips reconstructs how techniques for teaching arithmetic, geometry, and algebra embedded at once professional views of the constitution of modern mathematics and social and political concerns of the Cold War era. Recovering debates that ranged from the grassroots to professional mathematicians and the National Science Foundation, this fascinating book demonstrates how both supporters and opponents of the new math believed that citizenship, democracy, and the social order depended not only on children learning mathematics, but how they learned it and how they thought about it.”
Contents
Chapter 1. Introduction: The American Subject
Chapter 2. The Subject and the State: The Origins of the New Math
Chapter 3. The Textbook Subject: Mathematicians and the New Math
Chapter 4. The Subject in Itself: Arithmetic as Knowledge
Chapter 5. The Subject in the Classroom: The Selling of the New Math
Chapter 6. The Basic Subject: New Math and Its Discontents

Epilogue
Acknowledgments
Notes
Bibliography
Index
For more information, or to order this book, please visit http://www.press.uchicago.edu
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