E. L. Thorndike or Edward Brooks: Two Views on Mathematics Curriculum and Teaching

Autor/inn/en	Cooper-Twamley, Susan; Null, J. Wesley
Titel	E. L. Thorndike or Edward Brooks: Two Views on Mathematics Curriculum and Teaching
Quelle	In: American Educational History Journal, 36 (2009) 1, S.191-206 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1535-0584
Schlagwörter	Mathematics Curriculum; Mathematics Achievement; Educational Psychology; Intellectual History; Educational Practices; Beliefs; Bibliographies; Change Agents; Educational Strategies; Educational History; Educational Theories; Instructional Improvement + Suchen Sie Ihr Suchwort? Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Erziehungspsychologie; Pädagogische Psychologie; Geistesgeschichte; Bildungspraxis; Belief; Glaube; Lehrstrategie; History of education; Bildungsgeschichte; Educational theory; Theory of education; Bildungstheorie; Unterrichtsqualität
Abstract	When one reads scholars from the past, many of the same problems found in schools in 2009 are quite similar to the problems educators were complaining about more than a century ago. One of the current controversial topics in schools today, for example, is student success, or lack thereof, in mathematics. Because of differences in mathematics achievement, debates about mathematics curriculum and teaching are ubiquitous. Although the motivations were slightly different, these same debates were going on at the beginning of the twentieth century among leading minds in education and psychology. E.L. Thorndike was one such debater. Although better known for his work in behavioral psychology, Thorndike applied many of his theories to the teaching of mathematics. Another powerful figure of the nineteenth century was Edward Brooks. Brooks, although less well-known in the field of education, also expressed his views on mathematics teaching and teacher education. The work of these two prominent educators remains as relevant today as it was in the late nineteenth century. In this paper, the authors compare the views of these scholars on the subjects of curriculum and teaching and then apply their work to the contemporary challenges that face mathematics curriculum and teaching. (Contains 2 notes.) (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10