Journal of Mathematics Education at Teachers College

Acknowledgements

2024-12-13

Fall 2024 Notes Preface

Emma LaPlace — 2024-12-13

Fall 2024 Notes Preface

Notes From the Field: NYC STEM Study Tour

Rochy Flint — 2024-12-13

Overview of notes.

Fostering Growth Mindset and Grit within Students in the Mathematics Classroom

Edwin Geng — 2024-12-13

Fostering Growth Mindset and Grit within Students in the Mathematics Classroom

Creating Opportunities Through Career and Technical Education

Eugene Ho — 2024-12-13

Creating Opportunities Through Career and Technical Education: A Case Study of Brooklyn STEAM Center

Learning and Inspiring Outside the Classroom

Baldwin Mei — 2024-12-13

Learning and Inspiring Outside the Classroom: Museums of STEM in NYC

Fall 2024 Preface

Emma LaPlace — 2024-12-13

Fall 2024 Preface

Fall 2024 Front Cover

2024-12-13

Fall 2024 Back Cover

2024-12-13

On Studying Old Textbooks

Alexander Karp — 2024-12-13

Overview of articles.

Nikolai Bugaev’s Philosophy of Education

Daria Chudnovsky — 2024-12-13

This article explores the educational and philosophical contributions of Nikolai V. Bugaev, a prominent 19th-century Russian mathematician and founder of the Moscow philosophical-mathematical school. The study specifically focuses on Bugaev's textbook, Arithmetic of Whole Numbers, analyzing Bugaev's pedagogical approaches within the broader context of Russia's educational reforms during that era. Bugaev's work can be seen as a response to the evolving needs of a rapidly industrializing society, in which he emphasizes three fundamental components of mathematical education: integration of theory, calculation mechanisms, and practical problem-solving. While Bugaev’s textbook may not have achieved the widespread popularity of other contemporaneous works, it played a crucial role in fostering mathematical thinking and underscored his vision of mathematics as a tool for intellectual development and its interconnectedness with other fields of knowledge.

School Mathematics in Colonial India

Omar Faruque — 2024-12-13

This article analyzes a popular arithmetic textbook, Arithmetic: For the Use of Schools and Colleges, authored by Jadav Chandra Chakravarti, to examine the contents and pedagogies in the text for how mathematics was taught and learned from the end of the nineteenth century through the first half of the twentieth century in colonial India. The study findings provide us with a glimpse of the teaching and learning of mathematics in colonial India and help us to better understand current school mathematics and its curriculum evolution and development in the subcontinent. Even though Chakravarti’s textbook is mainly based on rule-method pedagogy, it has simple descriptions of rules and procedures, and a gradual progression from simple to complex in exercises and topics, which was unique at the time. The textbook maintains coherence in its style and presentation of the contents, and engages students and teachers by reflecting social life and cultural traditions in colonial India, which perhaps contributes to a long period of popularity of this book in the Indian subcontinent. The textbook has its legacy in modern education in the Indian subcontinent. Still, in the subcontinent, textbooks are one of the main sources of mathematics teaching and learning, as well as test preparation for high-stakes exams.

Analysis of the Integration of Military Themes and Nazi Ideology in the 'Mathematisches Arbeits- Und Lehrbuch' Textbook Series

Christine Gao — 2024-12-13

This study explores the integration of military themes and Nazi ideology within the "Mathematisches Arbeits- Und Lehrbuch" textbook series, which was a prominent tool in Nazi Germany for embedding National Socialist principles in mathematics education. Authored by Otto Zoll, a Nazi Party member, these textbooks were strategically designed to support the regime's objectives, aligning mathematical instruction with ideological and military indoctrination. The paper focuses on the revisions made to the textbooks after 1937, under directives from the Reich Ministry of Education, which infused them with exercises that directly related to military science, genetics, and Germanic folklore. Notably, students were introduced to complex military applications, such as ballistic calculations and strategic logistics, from as early as grade 10, illustrating the regime's efforts to prepare the youth for future roles in the military and as bearers of Nazi ideology. Through this analysis, the paper highlights the profound impact of these educational materials on shaping the ideologies and values of students, underscoring the potent role of education in propagating state ideologies. By dissecting the content of these textbooks, this study offers insights into how education under authoritarian regimes can be manipulated to achieve specific political ends, contributing to a broader understanding of the intersection between education, ideology, and political control during the Nazi era.

Higher Arithmetic

Samantha Moroney — 2024-12-13

This paper investigates the historical context, internal content, and educational significance of Higher Arithmetic, a 1919 mathematics text by David Eugene Smith and George Wentworth, which has been insufficiently studied. Through historical and content analysis, this study reveals the authors’ intention to provide a review and extension of knowledge in a modern context of post-World War I industrial United States, intended for both students and pre-service teachers who need thorough teacher preparedness. Although Higher Arithmetic may not be well- recognized today, its progressive intentions for teacher training and the modernization of material remain goals that are as important today as in Smith and Wentworth’s time.

Gazeta Matematică

Elizabeth Wilson — 2024-12-13

This study examines Gazeta Matematică's (GM) influence on mathematics education in Romania from 1895-1945. Analyzing 13 articles from GM's archives, this research explores discussions on mathematics methodology and didactic issues and highlights Ion Ionescu’s contributions. Findings reveal tensions between idealized rigorous pedagogy and practical classroom challenges. The study highlights GM’s dual role as a mirror reflecting the complexities of mathematics education in a modernizing Romania and as a catalyst for educational reform. It demonstrates GM's significance in fostering mathematical discourse and provides insights into evolving priorities and attitudes toward mathematics instruction during a period of significant social and political transformation.