The New Math and School Governance: An Explanation of the Decline of the New Math in Sweden

2017 ◽  
pp. 189-216 ◽  
Author(s):  
Johan Prytz
Keyword(s):  
School Governance ◽  
New Math

scholarly journals The OECD as a Booster of National School Governance. The case of New Math in Sweden, 1950-1975

2020 ◽  
Vol 18 (2) ◽  
pp. 109-126
Author(s):  
Johan Prytz
Keyword(s):  
Teaching Methods ◽  
Power Relations ◽  
School Administration ◽  
Power Structure ◽  
School Governance ◽  
Reform Movement ◽  
National School ◽  
The 1960S ◽  
New Math ◽  
National Systems

New Math was an international reform movement aimed at thorough changes in school mathematics with respect to both content and teaching methods. This movement started to gain influence in the 1950s, and in the 1960s several countries prepared and implemented their own New Math reforms. This movement not only attracted prominent mathematicians and psychologists but also garnered support from the Organization of Economic Co-operation and Development (OECD). The New Math reforms are examples of how OECD supported thorough and broad changes in national systems of education. In most countries, however, the influence of New Math on syllabi began to fade by the 1970s. In this paper, I discuss how the New Math in Sweden reform boosted national governance and changed power relations between the teachers, textbook producers, and the national school administration. I also suggest that OECD continued to support this power structure through the testing enterprises associated with PISA.

NEW MATH?

1966 ◽  
Vol 11 (11) ◽  
pp. 549-549
Author(s):  
ERIC C. THEINER
Keyword(s):  
New Math

Assessing students' learning of skills and concepts from "new" math lessons

2006 ◽  
Author(s):  
Patricia Baggett ◽  
Andrzej Ehrenfeucht
Keyword(s):  
New Math

Some observations on the introduction and teaching of the new math

1969 ◽  
Author(s):  
Esther K. Sarason ◽  
Seymour B. Sarason
Keyword(s):  
New Math

Parental Involvement in School Governance and Decision Making in Israel

2012 ◽  
Vol 33 (3) ◽  
pp. 216-236 ◽  
Author(s):  
Adam E. Nir ◽  
Ronit Bogler
Keyword(s):  
Decision Making ◽  
Parental Involvement ◽  
School Governance

scholarly journals When research met policy: a history of innovation and a complicated relationship in three Swedish development projects in mathematics education, 1960–2018

ZDM ◽  
2021 ◽  
Author(s):  
Johan Prytz
Keyword(s):  
Mathematics Education ◽  
Comparative Method ◽  
School Governance ◽  
Development Projects ◽  
Historical Sources ◽  
Major Development ◽  
History Of ◽  
Historical Comparative ◽  
The 1960S ◽  
Contemporary Development

AbstractThis paper concerns the relationship between research and governance policy in three Swedish major development projects in mathematics education: the New Math project (1960–1975), the PUMP project (1970–1980), and the Boost for Mathematics project in (2012–2016). All three projects were driven or financed by the Swedish central school authorities. Using a historical comparative method, this study deepens the understanding of how research co-exists with governance policy when preparing innovations in mathematics education. The main historical sources are official reports and governmental decisions concerning the three projects. The analysis is focused on the nature of the innovations of each project and the role of researchers in the process of creating the innovations. The analysis highlights the theories and the methods involved in those processes. The three projects are also positioned in a context of school governance policy. In Sweden, the prevailing school governing policy changed from a highly centralised governance in the 1960s to a highly decentralised governance in the 2010s. The paper concludes by discussing to what degree the researchers adhered to principles of research or school governance; in particular, the Boost for Mathematics project is considered in this regard. The relevance of the paper in relation to the emerging field of implementation research in mathematics education concerns how historical studies can give new insights about contemporary development projects in mathematics education.

Self-managed leadership: An alternative school governance structure

1992 ◽  
Vol 24 (2) ◽  
pp. 133-147 ◽  
Author(s):  
Ulrich C. Reitzug
Keyword(s):  
Alternative School ◽  
Governance Structure ◽  
School Governance

From self-evident norms to contingent couplings: A systems-theoretical analysis of changes in the relationship between schools and the function systems in Denmark

2021 ◽  
pp. 147490412110097
Author(s):  
Niels Åkerstrøm Andersen ◽  
Justine Grønbæk Pors
Keyword(s):  
Theoretical Analysis ◽  
Education System ◽  
Teaching Profession ◽  
School Governance ◽  
World Society ◽  
Historical Account ◽  
And Function ◽  
The Relationship ◽  
Point Of Departure

Taking a point of departure in the paradoxical fact that the increase in educational knowledge leads to an increase in uncertainty for educational organisations, this article explores how uncertainty and contingency have increasingly become an integral part of school governance. The article draws on Niklas Luhmann’s theory of ‘World Society’ as a functional differentiated society providing a range of different symbolic media for educational organisations. To trace the increase in the complexity of governing, we provide a historical account of the shifting couplings between schools and function systems. We show how the school becomes linked to an increasing number of symbolic media so that education becomes only one out of many other concerns. The article studies the consequences these shifting couplings have for how schools are governed and how they are expected to self-manage their relationship to different function systems. The article adds to existing studies of how education has become more and more differentiated with the argument that this has also led to new forms of couplings between schools and the education system with a number of important implications for the teaching profession.

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