Chapter 2: Elementary Mathematics In The 90S

During the early part of this century, teachers of elementary school mathematics were instructed that arithmetic was intended to deal primarily with computation in such things as daily business-type transactions. In addition, statements like “seek to implant in the minds of his pupils the principles…” (Department of Education, 1912, p. 4) indicated that students were intended to be passive participants while the teacher dispensed desired knowledge.

From the 1930s to the present, though, teachers were urged to think of the students as more active participants in the teaching of mathematics. Teachers were told that “Education is pre-eminently a social process” (Department of Education, 1931. p. 8) and that teaching was providing “a progression of interesting and purposeful child activities or experiences, directed in a social setting by the teacher” (Department of Education, 1941, p. 7). Teachers were encouraged to consider “the needs of the children being taught” (Department of Education, 1971, p. 2). During these years the emphasis in mathematics teaching at the elementary level was to have shifted from simple computation abilities to the development of these abilities in conjunction with process skills. Today, unfortunately, mathematics at the elementary level continues to primarily involve teaching students to compute (Hembree, 1986).