A History of Mathematics Education during the Twentieth Century describes the history of mathematics education in the United States with conceptual themes concerning philosophy, mathematics content, teacher education, pedagogy, and assessment. Each decade of the twentieth century is analyzed using historical documents, within the context of the aforementioned themes, to create a concise history of mathematical reform as it relates to history within the United States. Finally, conclusions are drawn as to which reform movements are similar and different throughout the century—depicting which aspects of reform can be seen again. Mathematics education tends to swing on a pendulum from "traditional education" including teacher-directed instruction with an emphasis on computation skills to "reform education," including student-directed instruction with an emphasis on problem solving. All decades are analyzed to see where they were on the pendulum and what aspects may have contributed to the current reform movements led by the Standards movement.

Advances in Mathematics Education is a new and innovative book series published by Springer that builds on the success and the rich history of ZDM—The Inter- tional Journal on Mathematics Education (formerly known as Zentralblatt für - daktik der Mathematik). One characteristic of ZDM since its inception in 1969 has been the publication of themed issues that aim to bring the state-of-the-art on c- tral sub-domains within mathematics education. The published issues include a rich variety of topics and contributions that continue to be of relevance today. The newly established monograph series aims to integrate, synthesize and extend papers from previously published themed issues of importance today, by orienting these issues towards the future state of the art. The main idea is to move the ?eld forward with a book series that looks to the future by building on the past by carefully choosing viable ideas that can fruitfully mutate and inspire the next generations. Taking ins- ration from Henri Poincaré (1854–1912), who said “To create consists precisely in not making useless combinations and in making those which are useful and which are only a small minority.

First published in 2001. Routledge is an imprint of Taylor & Francis, an informa company.

This is the first comprehensive International Handbook on the History of Mathematics Education, covering a wide spectrum of epochs and civilizations, countries and cultures. Until now, much of the research into the rich and varied history of mathematics education has remained inaccessible to the vast majority of scholars, not least because it has been written in the language, and for readers, of an individual country. And yet a historical overview, however brief, has become an indispensable element of nearly every dissertation and scholarly article. This handbook provides, for the first time, a comprehensive and systematic aid for researchers around the world in finding the information they need about historical developments in mathematics education, not only in their own countries, but globally as well. Although written primarily for mathematics educators, this handbook will also be of interest to researchers of the history of education in general, as well as specialists in cultural and even social history.

This work examines the main directions of research conducted on the history of mathematics education. It devotes substantial attention to research methodologies and the connections between this field and other scholarly fields. The results of a survey about academic literature on this subject are accompanied by a discussion of what has yet to be done and problems that remain unsolved. The main topics you will find in “ICME-13 Topical Survey” include: • Discussions of methodological issues in the history of mathematics education and of the relation between this field and other scholarly fields. • The history of the formation and transformation of curricula and textbooks as a reflection of trends in social-economic, cultural and scientific-technological development. • The influence of politics, ideology and economics on the development of mathematics education, from a historical perspective. • The history of the preeminent mathematics education organizations and the work of leading figures in mathematics education. • Mathematics education practices and tools and the preparation of mathematics teachers, from a historical perspective.