From the 1890s to the 1920s American mathematical research grew
substantially in quantity and quality. However, few mathematicians
were able to pursue research exclusively; most mathematicians,
whether active researchers or not, were employed as teachers by
colleges and universities. Their degree of interest in the teaching
role varied greatly: while some shunned instructional issues, a few
mathematicians became deeply involved not only in teaching
undergraduates but in attempting to influence mathematics education
in the secondary and even the elementary schools. This book seeks
to understand these divisions among the mathematicians regarding
pedagogy, to explore alliances and conflicts between mathematicians
and other educators, and to explain the resulting effects on
educational institutions and on the mathematicians themselves.
General
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