Rods, Sets and Arrows
The Rise and Fall of Modern Mathematics in Belgium
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Beschreibung
For anyone interested in the history and effects of the introduction of so-called “Modern Mathematics” (or “Mathématique Moderne,” or “New Mathematics,” etc.) this book, by Dirk De Bock and Geert Vanpaemel, is essential reading. The two authors are experienced and highly qualified Belgian scholars and the book looks carefully at events relating to school mathematics for the period from the end of World War II to 2010. Initially the book focuses on events which helped to define the modern mathematics revolution in Belgium before and during the 1960s. The book does much more than that, however, for it traces the influence of these events on national and international debates during the early phases of the reform.
By providing readers with translations into English of relevant sections of key Continental documents outlining the major ideas of leading Continental scholars who contributed to the “Mathématique Moderne” movement, this book makes available to a wide readership,the theoretical, social, and political backdrops of Continental new mathematics reforms. In particular, the book focuses on the contributions made by Belgians such as Paul Libois, Willy Servais, Frédérique Lenger, and Georges Papy.
The influence of modern mathematics fell away rapidly in the 1970s, however, and the authors trace the rise and fall, from that time into the 21st century, of a number of other approaches to school mathematics—in Belgium, in other Western European nations, and in North America.
In summary, this is an outstanding, landmark publication displaying the fruits of deep scholarship and careful research based on extensive analyses of primary sources.
For anyone interested in the history and effects of the introduction of so-called “Modern Mathematics” (or “Mathématique Moderne,” or “New Mathematics,” etc.) this book, by Dirk De Bock and Geert Vanpaemel, is essential reading. The two authors are experienced and highly qualified Belgian scholars and the book looks carefully at events relating to school mathematics for the period from the end of World War II to 2010. Initially the book focuses on events which helped to define the modern mathematics revolution in Belgium before and during the 1960s. The book does much more than that, however, for it traces the influence of these events on national and international debates during the early phases of the reform.
By providing readers with translations into English of relevant sections of key Continental documents outlining the major ideas of leading Continental scholars who contributed to the “Mathématique Moderne” movement, this book makes available to a wide readership,the theoretical, social, and political backdrops of Continental new mathematics reforms. In particular, the book focuses on the contributions made by Belgians such as Paul Libois, Willy Servais, Frédérique Lenger, and Georges Papy.The influence of modern mathematics fell away rapidly in the 1970s, however, and the authors trace the rise and fall, from that time into the 21st century, of a number of other approaches to school mathematics—in Belgium, in other Western European nations, and in North America.
In summary, this is an outstanding, landmark publication displaying the fruits of deep scholarship and careful research based on extensive analyses of primary sources.
Focuses on the central role played by modern mathematics in the European reform of school mathematics in the decades after World War II Provides a comprehensive background analysis of Belgian contributions to modern mathematics pedagogies Explores the rise and fall of the dominant paradigm of modern mathematics in the 1960s–1980s for the teaching and learning of mathematics Offers a unique analysis of a reform movement in mathematics education for researchers, scholars, and graduate students interested in the history and pedagogy of mathematics, as well as mathematicians, teachers of mathematics and curriculum developers
Autor*in
Dirk De Bock
Themen in »Rods, Sets and Arrows«
Mathematics education in the aftermath of World War II Reform redagogics and mathematics International collaboration in mathematics educatiun CIEAEM Belgian mathematics education National identity in mathematics education Georges Papy and New Math Experimentation and teacher training Mathématique Moderne textbook series New Math in Belgian secondary and primary education Critique of New Math Realistic Mathematics Education Centre de Recherche sur l’Enseignement des Mathématiques
Stimmen zu »Rods, Sets and Arrows«
“Who should read this book? The promises and pitfalls of the new math era in its various national guises remain essential knowledge for anyone involved in the reform of mathematics education today. … As a historian of mathematics education with numerous colleagues who have skillfully researched assorted aspects of the history of new math and produced thoughtful and readable scholarship … . I enjoyed this book for the interesting story it tells.” (Amy Ackerberg‑Hastings, Science & Education, Vol. 34 (6), December, 2025)
“This research is not merely historically interesting but is also relevant to understanding what present-day STEM (and I would add STEAM) initiatives are really about and what the potentials pitfalls and dangers can be, and what the underlying educational aims and goals are (or should be) vis-à-vis society at large.” (Jean Paul Van Bendegem, Centaurus, Vol. 63, Issue 3, 2021)
“The great merit of the book by de Bock and Vanpaemel is that it offers a comprehensive picture of 50 years of mathematics education, based on an overwhelming number of sources. It is a ‘must read’ for everyone who is seriously interested in the history of mathematics education.” (Harm Jan Smid, History of Education, Vol. 26, September 15, 2020)
“The main focus of the book Rods, Sets and Arrows is on an episode during a definite period in the history of Belgian mathematics education. … The book may hopefully encourage international readers and scholars to delve into research and to write an account of events and developments leading up to the present status of mathematics education in their own country.” (Kristín Bjarnadóttir, Educational Studies in Mathematics, Vol. 104, 2020)
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