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Mathletes and early computer scientists had recently won World War II, Soviet scientists were threatening to militarize Earth orbit after Sputnik in 1957, and so the goal was set in the late 1950's that the United States would aim to quickly boost the quality of mathematics education. Emphasis was shifted from wrote memorization of “facts and formulas” to discovery-based experiential learning. The goal was for K-16 students to understand deeply the math they were learning, rather than merely repeating facts or algorithms robotically without knowing why. Grade school math homework now involved mathematical theory in addition to traditional drills in basic operations. Parents were left scratching their heads at homework that involved the abstractions of set theory rather than simple, unadorned arithmetic. In answer to the question “Why does 2 plus 2 equal 4?,” it was no longer acceptable to respond with an exasperated “BECAUSE!” New Math was designed to literally “make sens...

Mathletes and early computer scientists had recently won World War II, Soviet scientists were threatening to militarize Earth orbit after Sputnik in 1957, and so the goal was set in the late 1950's that the United States would aim to quickly boost the quality of mathematics education. Emphasis was shifted from wrote memorization of “facts and formulas” to discovery-based experiential learning. The goal was for K-16 students to understand deeply the math they were learning, rather than merely repeating facts or algorithms robotically without knowing why. Grade school math homework now involved mathematical theory in addition to traditional drills in basic operations. Parents were left scratching their heads at homework that involved the abstractions of set theory rather than simple, unadorned arithmetic. In answer to the question “Why does 2 plus 2 equal 4?,” it was no longer acceptable to respond with an exasperated “BECAUSE!” New Math was designed to literally “make sens...

Mathletes and early computer scientists had recently won World War II, Soviet scientists were threatening to militarize Earth orbit after Sputnik in 1957, and so the goal was set in the late 1950's that the United States would aim to quickly boost the quality of mathematics education. Emphasis was shifted from wrote memorization of “facts and formulas” to discovery-based experiential learning. The goal was for K-16 students to understand deeply the math they were learning, rather than merely repeating facts or algorithms robotically without knowing why. Grade school math homework now involved mathematical theory in addition to traditional drills in basic operations. Parents were left scratching their heads at homework that involved the abstractions of set theory rather than simple, unadorned arithmetic. In answer to the question “Why does 2 plus 2 equal 4?,” it was no longer acceptable to respond with an exasperated “BECAUSE!” New Math was designed to literally “make sens...