From Isolation and Stagnation to “Modern” Mathematics in Iceland: A Reform or Confusion? (2006)
Bjarnadóttir, Kristín (Author)
Paedagogica Historica: International Journal of the History of Education
Volume: 42
Pages: 547--558
Edition Details: Part of a special issue, “History of Teaching and Learning Mathematics”
Language: English
At the beginning of the twentieth century, Iceland was under Danish rule. It was isolated in the middle of the North Atlantic, enjoying only little cultural exchange with other countries. A strong tradition of literacy and nurturing of literature flourished there, while knowledge in mathematics, natural sciences and technical matters was mainly confined to the few who attended the high school to become officials. Compulsory lower secondary education was formally established by a legislative act in 1946 and the high school was opened up with a centrally organized entrance examination. A number of new mathematics teachers were needed at the lower secondary level to meet these new education opportunities, while the teacher training programme provided only for primary education. A programme for secondary school teachers was established in 1951 but it produced too few teachers. A State Textbook Publishing House for the compulsory school level was kept with minimal funding and consequent lack of innovations in the field of learning material. In the mid-1960s, increased pressure was felt on the school system from a massive expansion of demand for more and better education, resulting from a better economy and an increasing number of intellectuals criticizing the deficiencies of the school system. The OECD paradigm -- that mathematical and technical education contributed to economic progress, and its support to an international `modern' mathematics reform wave -- reached Iceland under these conditions. In a couple of years, `modern' mathematics was introduced at all school levels, with consequent turmoil that lasted a decade. Similar problems arose in Iceland to those in other countries; the set theoretical approach did not meet the expectations of the educators and parents complained that they did not understand their children's homework. However, the reform brought new opportunities to teachers and a large amount of funds was allotted to curriculum development and publication of new teaching material. All things considered, the introduction of `modern' mathematics to Iceland must be regarded as a reform in spite of the various problems it brought.
...MoreArticle Schubring, Gert (2006) History of Teaching and Learning Mathematics. Paedagogica Historica: International Journal of the History of Education (p. 511).
Similar Citations
Article
Helene Ratner;
(2016)
Modern Settlements in Special Needs Education: Segregated Versus Inclusive Education
(/isis/citation/CBB214311922/)
Article
Giacardi, Livia;
(2006)
From Euclid as Textbook to the Giovanni Gentile Reform (1867--1923): Problems, Methods and Debates in Mathematics Teaching in Italy
(/isis/citation/CBB001023845/)
Article
Smid, Harm;
(2006)
Between the Market and the State
(/isis/citation/CBB001023844/)
Article
Clark, Penney;
Gleason, Mona;
Petrina, Stephen;
(2012)
Preschools for Science: The Child Study Centre at the University of British Columbia, 1960--1997
(/isis/citation/CBB001231169/)
Book
Phillips, Christopher J.;
(2014)
The New Math: A Political History
(/isis/citation/CBB001422025/)
Chapter
Elena Ausejo;
José Manuel Matos;
(2014)
Mathematics Education in Spain and Portugal
(/isis/citation/CBB167670980/)
Thesis
Phillips, Christopher James;
(2011)
The American Subject: The New Math and the Making of a Citizen
(/isis/citation/CBB001562836/)
Thesis
Emily Timmons Hamilton Redman;
(2013)
The National Science Foundation and a Comparative Study of Precollege Mathematics and Science Education Reform in the United States, 1950-2000
(/isis/citation/CBB770486806/)
Article
Martin-Pliego, F-J.;
Santos del Cerro, J.;
(2006)
Statistics Teaching in Spain
(/isis/citation/CBB001021381/)
Book
Walmsley, Angela Lynn Evans;
(2003)
History of the “New Mathematics” Movement and Its Relationship with Current Mathematical Reform
(/isis/citation/CBB000301782/)
Article
Bychkov, S. S.;
(2003)
Matematika v istorichekom izmerenii
(/isis/citation/CBB000321062/)
Article
Courtebras, Bernard;
(2006)
Probabilités et Statistiques dans l'enseignement secondaire de l'Occupation à la Libération
(/isis/citation/CBB001021382/)
Article
Frejda, Peter;
(2013)
Old Algebra Textbooks: A Resource for Modern Teaching
(/isis/citation/CBB001212297/)
Article
Abdeljaouad, M.;
(2006)
Issues in the History of Mathematics Teaching in Arab Countries
(/isis/citation/CBB001023838/)
Article
Donoghue, Eileen;
(2006)
The Education of Mathematics Teachers in the United States: David Eugene Smith, Early Twentieth-Century Pioneer
(/isis/citation/CBB001023843/)
Book
Barbin, Évelyne;
Stehlíková, Nada;
Tzanakis, Constantinos;
(2008)
History and Epistemology in Mathematics Education: Proceedings of the 5th European Summer University: Prague, July 19--24, 2007
(/isis/citation/CBB001036208/)
Article
Phillips, Christopher J.;
(2014)
The New Math and Midcentury American Politics
(/isis/citation/CBB001550202/)
Chapter
Geoffrey Howson;
Leo Rogers;
(2014)
Mathematics Education in the United Kingdom
(/isis/citation/CBB760166570/)
Chapter
Harm Jan Smid;
(2014)
History of Mathematics Teacher Education
(/isis/citation/CBB396013476/)
Book
Harm Jan Smid;
(2022)
Theory and Practice: A History of Two Centuries of Dutch Mathematics Education
(/isis/citation/CBB877567784/)
Be the first to comment!