WHY JOHNNY CAN'T ADD the Failure of the New Math

by Morris Kline

Briefly discusses the traditional mathematics formerly taught in American schools and views the language and weaknesses of the modern math curriculum

Genres: Mathematics, Education, Nonfiction, History

Paperback

First published February 1, 1974

About the author

Morris Kline was a Professor of Mathematics, a writer on the history, philosophy, and teaching of mathematics, and also a popularizer of mathematical subjects.

Reviews

[Philip Gipson · Rating 2 out of 5]

Interesting only as a historical piece, this offers a (very valid) criticism of "the new math": a movement in mathematics curricula that was already (deservedly) dying as this book itself was published.

The author is casually sexist in a 1950s sort of way and, more oddly, seems to dislike mathematics despite having been a Chaired mathematics professor at NYU.

[Angie Libert · Rating 4 out of 5]

I fascinating look at the history of math education. Even though the book was published in the 70s, the author's points are sadly still relevant today: that we have divorced math from its meaning and application, and that we continue to push advanced mathematics on the average student.

[Ab · Rating 5 out of 5]

Una buena colleja al plan de estudios de matemáticas, la metodología de enseñanza y una profunda reflexión de lo que debería ser enseñar matemáticas a la sociedad en general y a los adolescentes en particular.

[Tim · Rating 2 out of 5]

It took me quite a while to finish this book because it argues against a mode of thinking that is mostly extinct and does so pedantically. However, the author did make his point successfully and history bears this out; the problem in reading it today is that most of it is irrelevant.

Only in the penultimate and final chapters was I able to really go along and read it in a fashion that would be applicable today. Had I known this, I would have just read the final two chapters - but then again I would have missed some of the interesting quotes he puts into this, such as when he quotes Richard P Feynman. Dr Feynman had a notorious embroilment with the State of California's choice of textbooks. You can read about his vehement disagreement in, Surely You're Joking Mr. Feynman, a book I highly endorse for many reasons (it's a fun book).

Morris Kline ultimately argues that mathematics out of context will lack purpose and relevancy. He's completely correct. Kline also argues, on page 154, that "Mathematics should be developed not deductively but constructively." His point is well taken, but I'd be remiss not to point out that perhaps this pendulum has swung too far. An academic environment chalk full of constructivism can be counter productive and motivation killing as well; look no further than Everyday Mathematics. Without creating a new debate, let's agree that EM style will not work for all segments of the population. Still, Kline makes his point thoroughly.

I'm glad that my math teachers and professors posed math in the context of every day observation, and I didn't come from a constructivist classroom. I believe Kline would have been very content with the educational style that I was afforded.

2 Stars because I don't really think the book is worth reading aside from the the two final chapters; certainly not worth buying just to read his argument.

[Michael · Rating 3 out of 5]

Some of Kline's criticisms of course are correct. He seemed to think that stressing physical applications of math was extremely important. Physical applications are fine. But I'm not sure the average student is any more motivated by them than by abstract math.

It's a tough situation. Most people are terrible at math. And, really, elementary mathematics (by which I mean say, through elementary algebra as taught in schools) is boring. What gets me, though, is that students don't even like the fun stuff. My geometry class is the one good memory I have of my middle school / high school career, because it involved deductive reasoning and so forth rather than parroting back memorized stuff. Of course, most students hated geometry even more than they hated the mundane classes. This is the big problem: Very few students care at all about being able to solve problems on their own. They will mutiny at the slightest suggestion that perhaps they should be able to figure out something that the teacher didn't just tell them 5 minutes ago.

What I'm trying to get at is this: Yes, I think mathematics teaching can and should be improved. But I just don't expect miracles. Today most people are dragged kicking and screaming to a level of mathematical competence that is sufficient for a non-technical career (in other words, 5th grade). A smaller portion manage to learn some elementary calculus and possibly a few other topics. A very few actually understand and enjoy math. I don't see this situation changing in the foreseeable future.

[Robert Murphy · Rating 5 out of 5]

Devastating. Every math teacher should be forced to read this. Clearly the inspiration behind "The Mathematician's Lament"

[Vassiliadi · Rating 5 out of 5]

Το 1993 αυτό το βιβλίο εκδόθηκε από τον οίκο Βανια στη Θεσσαλονίκη. Ο ελληνικός του τίτλος ήταν Γιατί δεν μπορεί να κάνει πρόσθεση ο Γιάννης. Την εποχή εκείνη ο όρος δυσαριθμισια ήταν παντελώς άγνωστος κ μετά από συνεχείς παροτρύνσεις του καθηγητή μας στη Διδακτική των Μαθηματικών το αγόρασα, Αφού διαρκώς έκανε αναφορές στο συγκεκριμένο βιβλίο. Φυσικά, Δεν ανταποκρίνεται πλήρως στην ελληνική πραγματικότητα, ούτε βρίσκεται σε απόλυτη αντιστοιχία με τα διδακτικά βιβλία, Όμως αποτελεί μια χρήσιμη βάση αναφοράς κ επίλυσης ερωτημάτων σχετικά με τις δυσκολίες κατανόησης μαθηματικών εννοιών από τους μαθητές του Δημοτικού.

[Masoom · Rating 4 out of 5]

There are two kinds of people, one who appreciate the beauty of Mathematics, and 9ne who just mugs up because they've been told it will be useful later. This book ensure Maths class is as fun as art and craft, while mentioning the flaws in the teaching the subject. The book has its own appeal not sure if anyone else might take it up from there. Rest is beautifully described in the book.

[Yexiao Pu · Rating 5 out of 5]

这本书给我很大的启发和触动。我曾经认为演绎推理代表真正可靠的思想，但后来发现只靠这些，自己缺乏创造力，而且也没有真正理解这些知识。Kline教授的书让我明白了其中的原因，让我意识到直觉与演绎推理之间的关系、经验世界与数学世界之间的关系，让我的思想发生了一种蜕变。

[Mingus Bingus · Rating 3 out of 5]

All of the substance is in the last two chapters. Also the constant sexism is annoying but nothing unusual for this genre.

[Moises Barranco · Rating 5 out of 5]

It is a great book. It teaches you why you don't understand mathematics.

[Abu · Rating 4 out of 5]

While M. Kline makes a pro-applied argument, which in the long run is not what truly beautiful Math is about, I wholeheartedly agree that it's trough intuitive approach we first come about it and as the target group of this book is schoolchildren, it is only thoughtful to use natural ideas and curiosity supplied by the physical world to guide them through their first steps. Then, however, the distinction has to be made and it's with the purist side of the pool that I stick (e.g. G.H. Hardy).

As all of the Kline though, the book offers many insights into the nature of Mathematics and mathematical education and a relevant historical perspective + the usual ample selection of quotations; so 4 stars it is.

[Dale · Rating 3 out of 5]

It's old, but still scary. As the parent of a crowd of math-phobic, or at least math-disliking, kids, I wondered why math seems so hard for them, and so pointless. Some of it I recognised as techniques used when I was in school (graduated high school in 1976 - this book was published in 1973-4), although we never went quite as far with it as this book suggests.

Some good points. A bit of an overtone of hysteria, but then if the examples given are actually accurate, perhaps not overstated.

[Jota Houses · Rating 3 out of 5]

Un libro aparentemente anticuado pero que da mucho que pensar. Las matemáticas que se enseñan ahora, se han librado de muchos de los males que critica pero otros no han hecho mas que afianzarse. Desafortunadamente, dedica mas tiempo a exponer los problemas que a discutir soluciones. Quizá los matemáticos eruditos son en el fondo un poco cuñados.

[4rim]

Interesting and scathing critique of New Mathematics, a revised curriculum that debuted (and was subsequently retracted) in American public schools during the 1950s through to the 70s. Kline's withering, caustic jabs, while amusing, were a testament to a cause whose nobility is only matched by its practical challenges: mathematics education on the national scale.