In contemporary education, mathematics education—known in Europe as

the didactics or pedagogy of mathematics—is the practice of teaching, learning, and carrying
out scholarly research into the transfer of mathematical knowledge.
Although research into mathematics education is primarily concerned with the tools, methods, and
approaches that facilitate practice or the study of practice, it also covers an extensive field of study
encompassing a variety of different concepts, theories and methods. National and international
organisations regularly hold conferences and publish literature in order to improve mathematics
education.

History[edit]
Ancient[edit]
Elementary mathematics were a core part of education in many ancient civilisations,
including ancient Egypt, ancient Babylonia, ancient Greece, ancient Rome, and Vedic India.[citation
needed]
In most cases, formal education was only available to male children with sufficiently high status,
wealth, or caste.[citation needed] The oldest known mathematics textbook is the Rhind papyrus, dated from
circa 1650 BCE.[1]
Pythagorean theorem[edit]
Historians of Mesopotamia have confirmed that use of the Pythagorean rule dates back to the Old
Babylonian Empire (20th–16th centuries BC) and that it was being taught in scribal schools over one
thousand years before the birth of Pythagoras.[2][3][4][5][6]
In Plato's division of the liberal arts into the trivium and the quadrivium, the quadrivium included the
mathematical fields of arithmetic and geometry. This structure was continued in the structure
of classical education that was developed in medieval Europe. The teaching of geometry was almost
universally based on Euclid's Elements. Apprentices to trades such as masons, merchants, and
moneylenders could expect to learn such practical mathematics as was relevant to their profession.
Medieval and early modern[edit]

Illustration at the beginning of a 14th-century translation

of Euclid's Elements
In the Middle Ages, the academic status of mathematics declined, because it was strongly
associated with trade and commerce, and considered somewhat un-Christian.[7] Although it
continued to be taught in European universities, it was seen as subservient to the study
of natural, metaphysical, and moral philosophy. The first modern arithmetic curriculum (starting
with addition, then subtraction, multiplication, and division) arose at reckoning schools in Italy in the
1300s.[8] Spreading along trade routes, these methods were designed to be used in commerce. They
contrasted with Platonic math taught at universities, which was more philosophical and concerned
numbers as concepts rather than calculating methods.[8] They also contrasted with mathematical
methods learned by artisan apprentices, which were specific to the tasks and tools at hand. For
example, the division of a board into thirds can be accomplished with a piece of string, instead of
measuring the length and using the arithmetic operation of division.[7]
The first mathematics textbooks to be written in English and French were published by Robert
Recorde, beginning with The Grounde of Artes in 1543. However, there are many different writings
on mathematics and mathematics methodology that date back to 1800 BCE. These were mostly
located in Mesopotamia, where the Sumerians were practicing multiplication and division. There are
also artifacts demonstrating their methodology for solving equations like the quadratic equation. After
the Sumerians, some of the most famous ancient works on mathematics came from Egypt in the
form of the Rhind Mathematical Papyrus and the Moscow Mathematical Papyrus. The more
famous Rhind Papyrus has been dated back to approximately 1650 BCE, but it is thought to be a
copy of an even older scroll. This papyrus was essentially an early textbook for Egyptian students.
The social status of mathematical study was improving by the seventeenth century, with
the University of Aberdeen creating a Mathematics Chair in 1613, followed by the Chair in Geometry
being set up in University of Oxford in 1619 and the Lucasian Chair of Mathematics being
established by the University of Cambridge in 1662.
Modern[edit]
In the 18th and 19th centuries, the Industrial Revolution led to an enormous increase
in urban populations. Basic numeracy skills, such as the ability to tell the time, count money, and
carry out simple arithmetic, became essential in this new urban lifestyle. Within the new public
education systems, mathematics became a central part of the curriculum from an early age.
By the twentieth century, mathematics was part of the core curriculum in all developed countries.
During the twentieth century, mathematics education was established as an independent field of
research. Main events in this development include the following:

 In 1893, a Chair in mathematics education was created at the University of Göttingen, under the
administration of Felix Klein.
 The International Commission on Mathematical Instruction (ICMI) was founded in 1908, and
Felix Klein became the first president of the organisation.
 The professional periodical literature on mathematics education in the United States had
generated more than 4,000 articles after 1920, so in 1941 William L. Schaaf published
a classified index, sorting them into their various subjects.[9]
 A renewed interest in mathematics education emerged in the 1960s, and the International
Commission was revitalized.
 In 1968, the Shell Centre for Mathematical Education was established in Nottingham.
 The first International Congress on Mathematical Education (ICME) was held in Lyon in 1969.
The second congress was in Exeter in 1972, and after that, it has been held every four years.
In the 20th century, the cultural impact of the "electronic age" (McLuhan) was also taken up
by educational theory and the teaching of mathematics. While previous approach focused on
"working with specialized 'problems' in arithmetic", the emerging structural approach to knowledge
had "small children meditating about number theory and 'sets'."[10]

Objectives[edit]
Boy doing sums, Guinea-Bissau, 1974
At different times and in different cultures and countries, mathematics education has attempted to
achieve a variety of different objectives. These objectives have included:
 The teaching and learning of basic numeracy skills to all students[11]
 The teaching of practical mathematics (arithmetic, elementary algebra, plane and
solid geometry, trigonometry, probability, statistics) to most students, to equip them to follow a
trade or craft and to understand mathematics commonly used in news and Internet (such
as percentages, charts, probability, and statistics)
 The teaching of abstract mathematical concepts (such as set and function) at an early age
 The teaching of selected areas of mathematics (such as Euclidean geometry)[12] as an example
of an axiomatic system[13] and a model of deductive reasoning
 The teaching of selected areas of mathematics (such as calculus) as an example of the
intellectual achievements of the modern world
 The teaching of advanced mathematics to those students who wish to follow a career in science,
technology, engineering, and mathematics (STEM) fields
 The teaching of heuristics[14] and other problem-solving strategies to solve non-routine problems
 The teaching of mathematics in social sciences and actuarial sciences, as well as in some
selected arts under liberal arts education in liberal arts colleges or universities

Methods[edit]
The method or methods used in any particular context are largely determined by the objectives that
the relevant educational system is trying to achieve. Methods of teaching mathematics include the
following:

Games can motivate students to improve skills that are usually

learned by rote. In "Number Bingo," players roll 3 dice, then perform basic mathematical
operations on those numbers to get a new number, which they cover on the board trying to cover
4 squares in a row. This game was played at a "Discovery Day" organized by Big Brother
Mouse in Laos.

 Computer-based math: an approach based on the use of mathematical software as the primary
tool of computation.
 Computer-based mathematics education: involves the use of computers to teach
mathematics. Mobile applications have also been developed to help students learn
mathematics.[15][16][17]
 Classical education: the teaching of mathematics within the quadrivium, part of the classical
education curriculum of the Middle Ages, which was typically based on Euclid's Elements taught
as a paradigm of deductive reasoning.[18]
 Conventional approach: the gradual and systematic guiding through the hierarchy of
mathematical notions, ideas and techniques. Starts with arithmetic and is followed by Euclidean
geometry and elementary algebra taught concurrently. Requires the instructor to be well
informed about elementary mathematics since didactic and curriculum decisions are often
 dictated by the logic of the subject rather than pedagogical considerations. Other methods
emerge by emphasizing some aspects of this approach.
 Relational approach: uses class topics to solve everyday problems and relates the topic to
current events.[19] This approach focuses on the many uses of mathematics and helps students
understand why they need to know it as well as helps them to apply mathematics to real-world
situations outside of the classroom.
 Historical method: teaching the development of mathematics within a historical, social, and
cultural context. Proponents argue it provides more human interest than the conventional
approach.[20]
 Discovery math: a constructivist method of teaching (discovery learning) mathematics which
centres around problem-based or inquiry-based learning, with the use of open-ended questions
and manipulative tools.[21] This type of mathematics education was implemented in various parts
of Canada beginning in 2005.[22] Discovery-based mathematics is at the forefront of the Canadian
"math wars" debate with many criticizing it for declining math scores.
 New Math: a method of teaching mathematics which focuses on abstract concepts such as set
theory, functions, and bases other than ten. Adopted in the US as a response to the challenge of
early Soviet technical superiority in space, it began to be challenged in the late 1960s. One of
the most influential critiques of the New Math was Morris Kline's 1973 book Why Johnny Can't
Add. The New Math method was the topic of one of Tom Lehrer's most popular parody songs,
with his introductory remarks to the song: "...in the new approach, as you know, the important
thing is to understand what you're doing, rather than to get the right answer."
 Recreational mathematics: mathematical problems that are fun can motivate students to learn
mathematics and can increase their enjoyment of mathematics.[23]
 Standards-based mathematics: a vision for pre-college mathematics education in the United
States and Canada, focused on deepening student understanding of mathematical ideas and
procedures, and formalized by the National Council of Teachers of Mathematics which created
the Principles and Standards for School Mathematics.
 Mastery: an approach in which most students are expected to achieve a high level of
competence before progressing.
 Problem solving: the cultivation of mathematical ingenuity, creativity, and heuristic thinking by
setting students open-ended, unusual, and sometimes unsolved problems. The problems can
range from simple word problems to problems from international mathematics competitions such
as the International Mathematical Olympiad. Problem-solving is used as a means to build new
mathematical knowledge, typically by building on students' prior understandings.
 Exercises: the reinforcement of mathematical skills by completing large numbers of exercises of
a similar type, such as adding simple fractions or solving quadratic equations.
 Rote learning: the teaching of mathematical results, definitions and concepts by repetition and
memorisation typically without meaning or supported by mathematical reasoning. A derisory
term is drill and kill. In traditional education, rote learning is used to teach multiplication tables,
definitions, formulas, and other aspects of mathematics.
 Math walk: a walk where experience of perceived objects and scenes is translated into
mathematical language.

Content and age levels[edit]

Different levels of mathematics are taught at different ages and in somewhat different sequences in
different countries. Sometimes a class may be taught at an earlier age than typical as a special
or honors class.
Elementary mathematics in most countries is taught similarly, though there are differences. Most
countries tend to cover fewer topics in greater depth than in the United States. [24] During the primary
school years, children learn about whole numbers and arithmetic, including addition, subtraction,
multiplication, and division.[25] Comparisons and measurement are taught, in both numeric and
pictorial form, as well as fractions and proportionality, patterns, and various topics related to
geometry.[26]
At high school level in most of the US, algebra, geometry, and analysis (pre-calculus and calculus)
are taught as separate courses in different years. On the other hand, in most other countries (and in
a few US states), mathematics is taught as an integrated subject, with topics from all branches of
mathematics studied every year; students thus undertake a pre-defined course - entailing several
topics - rather than choosing courses à la carte as in the United States. Even in these cases,
however, several "mathematics" options may be offered, selected based on the student's intended
studies post high school. (In South Africa, for example, the options are Mathematics, Mathematical
Literacy and Technical Mathematics.) Thus, a science-oriented curriculum typically overlaps the first
year of university mathematics, and includes differential calculus and trigonometry at age 16–17
and integral calculus, complex numbers, analytic geometry, exponential and logarithmic functions,
and infinite series in their final year of secondary school; Probability and statistics are similarly often
taught.
At college and university level, science and engineering students will be required to
take multivariable calculus, differential equations, and linear algebra; at several US colleges,
the minor or AS in mathematics substantively comprises these courses. Mathematics majors study
additional other areas within pure mathematics—and often in applied mathematics—with the
requirement of specified advanced courses in analysis and modern algebra. Applied
mathematics may be taken as a major subject in its own right, while specific topics are taught within
other courses: for example, civil engineers may be required to study fluid mechanics,[27] and "math for
computer science" might include graph theory, permutation, probability, and formal mathematical
proofs.[28] Pure and applied math degrees often include modules in probability theory or mathematical
statistics, while a course in numerical methods is a common requirement for applied math.
(Theoretical) physics is mathematics-intensive, often overlapping substantively with the pure or
applied math degree. Business mathematics is usually limited to introductory calculus and
(sometimes) matrix calculations; economics programs additionally cover optimization,
often differential equations and linear algebra, and sometimes analysis.

Standards[edit]
Throughout most of history, standards for mathematics education were set locally, by individual
schools or teachers, depending on the levels of achievement that were relevant to, realistic for, and
considered socially appropriate for their pupils.
In modern times, there has been a move towards regional or national standards, usually under the
umbrella of a wider standard school curriculum. In England, for example, standards for mathematics
education are set as part of the National Curriculum for England,[29] while Scotland maintains its own
educational system. Many other countries have centralized ministries which set national standards
or curricula, and sometimes even textbooks.
Ma (2000) summarized the research of others who found, based on nationwide data, that students
with higher scores on standardized mathematics tests had taken more mathematics courses in high
school. This led some states to require three years of mathematics instead of two. But because this
requirement was often met by taking another lower-level mathematics course, the additional courses
had a “diluted” effect in raising achievement levels.[30]
In North America, the National Council of Teachers of Mathematics (NCTM) published the Principles
and Standards for School Mathematics in 2000 for the United States and Canada, which boosted the
trend towards reform mathematics. In 2006, the NCTM released Curriculum Focal Points, which
recommend the most important mathematical topics for each grade level through grade 8. However,
these standards were guidelines to implement as American states and Canadian provinces chose. In
2010, the National Governors Association Center for Best Practices and the Council of Chief State
School Officers published the Common Core State Standards for US states, which were
subsequently adopted by most states. Adoption of the Common Core State Standards in
mathematics is at the discretion of each state, and is not mandated by the federal government.
[31]
"States routinely review their academic standards and may choose to change or add onto the
standards to best meet the needs of their students."[32] The NCTM has state affiliates that have
different education standards at the state level. For example, Missouri has the Missouri Council of
Teachers of Mathematics (MCTM) which has its pillars and standards of education listed on its
website. The MCTM also offers membership opportunities to teachers and future teachers so that
they can stay up to date on the changes in math educational standards.[33]
The Programme for International Student Assessment (PISA), created by the Organisation for the
Economic Co-operation and Development (OECD), is a global program studying the reading,
science, and mathematics abilities of 15-year-old students.[34] The first assessment was conducted in
the year 2000 with 43 countries participating.[35] PISA has repeated this assessment every three
years to provide comparable data, helping to guide global education to better prepare youth for
future economies. There have been many ramifications following the results of triennial PISA
assessments due to implicit and explicit responses of stakeholders, which have led to education
reform and policy change.[35][36][21]

Research[edit]
According to Hiebert and Grouws, "Robust, useful theories of classroom teaching do not yet
exist."[37] However, there are useful theories on how children learn mathematics, and much research
has been conducted in recent decades to explore how these theories can be applied to teaching.
The following results are examples of some of the current findings in the field of mathematics
education.
Important results [edit] [37]

One of the strongest results in recent research is that the most important feature of effective
teaching is giving students "the opportunity to learn". Teachers can set expectations, times,
kinds of tasks, questions, acceptable answers, and types of discussions that will influence
students' opportunities to learn. This must involve both skill efficiency and conceptual
understanding.
Conceptual understanding [edit] [37]

Two of the most important features of teaching in the promotion of conceptual understanding
times are attending explicitly to concepts and allowing students to struggle with important
mathematics. Both of these features have been confirmed through a wide variety of studies.
Explicit attention to concepts involves making connections between facts, procedures, and
ideas. (This is often seen as one of the strong points in mathematics teaching in East Asian
countries, where teachers typically devote about half of their time to making connections. At
the other extreme is the US, where essentially no connections are made in school
classrooms.[38]) These connections can be made through explanation of the meaning of a
procedure, questions comparing strategies and solutions of problems, noticing how one
problem is a special case of another, reminding students of the main point, discussing how
lessons connect, and so on.
Deliberate, productive struggle with mathematical ideas refers to the fact that when students
exert effort with important mathematical ideas, even if this struggle initially involves confusion
and errors, the result is greater learning. This is true whether the struggle is due to
intentionally challenging, well-implemented teaching, or unintentionally confusing, faulty
teaching.
Formative assessment [edit] [39]

Formative assessment is both the best and cheapest way to boost student achievement,
student engagement, and teacher professional satisfaction. Results surpass those of
reducing class size or increasing teachers' content knowledge. Effective assessment is
based on clarifying what students should know, creating appropriate activities to obtain the
evidence needed, giving good feedback, encouraging students to take control of their
learning and letting students be resources for one another.
Homework [edit] [40]

Homework assignments which lead students to practice past lessons or prepare for future
lessons is more effective than those going over the current lesson. Students benefit from
feedback. Students with learning disabilities or low motivation may profit from rewards. For
younger children, homework helps simple skills, but not broader measures of achievement.
Students with difficulties [edit] [40]

Students with genuine difficulties (unrelated to motivation or past instruction) struggle

with basic facts, answer impulsively, struggle with mental representations, have poor number
sense, and have poor short-term memory. Techniques that have been found productive for
helping such students include peer-assisted learning, explicit teaching with visual aids,
instruction informed by formative assessment, and encouraging students to think aloud.
Algebraic reasoning [edit] [40]

Elementary school children need to spend a long time learning to express algebraic
properties without symbols before learning algebraic notation. When learning symbols, many
students believe letters always represent unknowns and struggle with the concept
of variable. They prefer arithmetic reasoning to algebraic equations for solving word
problems. It takes time to move from arithmetic to algebraic generalizations to describe
patterns. Students often have trouble with the minus sign and understand the equals sign to
mean "the answer is...".
Methodology[edit]
As with other educational research (and the social sciences in general),
mathematics education research depends on both quantitative and
qualitative studies. Quantitative research includes studies that
use inferential statistics to answer specific questions, such as whether
a certain teaching method gives significantly better results than the
status quo. The best quantitative studies involve randomized trials
where students or classes are randomly assigned different methods to
test their effects. They depend on large samples to obtain statistically
significant results.
Qualitative research, such as case studies, action research, discourse
analysis, and clinical interviews, depend on small but focused samples
in an attempt to understand student learning and to look at how and
why a given method gives the results it does. Such studies cannot
conclusively establish that one method is better than another, as
randomized trials can, but unless it is understood why treatment X is
better than treatment Y, application of results of quantitative studies will
often lead to "lethal mutations"[37] of the finding in actual classrooms.
Exploratory qualitative research is also useful for suggesting
new hypotheses, which can eventually be tested by randomized
experiments. Both qualitative and quantitative studies, therefore, are
considered essential in education—just as in the other social sciences.
[41]
Many studies are “mixed”, simultaneously combining aspects of both
quantitative and qualitative research, as appropriate.
Randomized trials[edit]
 There has been some controversy over the relative strengths of
different types of research. Because of an opinion that randomized
trials provide clear, objective evidence on “what works”, policymakers
often consider only those studies. Some scholars have pushed for more
random experiments in which teaching methods are randomly assigned
to classes.[42][43] In other disciplines concerned with human subjects—
like biomedicine, psychology, and policy evaluation—controlled,
randomized experiments remain the preferred method of evaluating
treatments.[44][45] Educational statisticians and some mathematics
educators have been working to increase the use of randomized
experiments to evaluate teaching methods.[43] On the other hand, many
scholars in educational schools have argued against increasing the
number of randomized experiments, often because of philosophical
objections, such as the ethical difficulty of randomly assigning students
to various treatments when the effects of such treatments are not yet
known to be effective,[46] or the difficulty of assuring rigid control of the
independent variable in fluid, real school settings.[47]
In the United States, the National Mathematics Advisory Panel (NMAP)
published a report in 2008 based on studies, some of which used
randomized assignment of treatments to experimental units, such as
classrooms or students. The NMAP report's preference for randomized
experiments received criticism from some scholars.[48] In 2010, the What
Works Clearinghouse (essentially the research arm for the Department
of Education) responded to ongoing controversy by extending its
research base to include non-experimental studies,
including regression discontinuity designs and single-case studies.[49]

Organizations[edit]
 Advisory Committee on Mathematics Education
 American Mathematical Association of Two-Year Colleges
 Association of Teachers of Mathematics
 Canadian Mathematical Society
 C.D. Howe Institute
 Mathematical Association
 National Council of Teachers of Mathematics
 OECD
 International Association for the Evaluation of Educational
Achievement

See also[edit]
Aspects of mathematics education[edit]

 Cognitively Guided Instruction

 Critical mathematics pedagogy
 Ethnomathematics
 Number sentence, primary level mathematics education
 Pre-math skills
 Sir Cumference, children's mathematics educational book series
 Statistics education
 North American issues[edit]

 Mathematics education in the United States

Mathematical difficulties[edit]

 Dyscalculia
 Mathematical anxiety

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Further reading[edit]
 Anderson, John R.; Reder, Lynne M.; Simon, Herbert A.; Ericsson, K.
Anders; Glaser, Robert (1998). "Radical Constructivism and Cognitive
Psychology" (PDF). Brookings Papers on Education Policy (1): 227–278.
Archived from the original (PDF) on 2010-06-26. Retrieved 2011-09-25.
 Auslander, Maurice; et al. (2004). "Goals for School Mathematics: The
Report of the Cambridge Conference on School Mathematics 1963" (PDF).
Cambridge MA: Center for the Study of Mathematics
Curriculum. Archived (PDF) from the original on 2010-07-15.
Retrieved 2009-08-06.
 Ball, Lynda, et al. Uses of Technology in Primary and Secondary
Mathematics Education (Cham, Switzerland: Springer, 2018).
 Dreher, Anika, et al. "What kind of content knowledge do secondary
mathematics teachers need?." Journal für Mathematik-Didaktik 39.2
(2018): 319-341 online Archived 2021-04-18 at the Wayback Machine.
 Drijvers, Paul, et al. Uses of technology in lower secondary mathematics
education: A concise topical survey (Springer Nature, 2016).
 Gosztonyi, Katalin. "Mathematical culture and mathematics education in
Hungary in the XXth century." in Mathematical cultures (Birkhäuser,
Cham, 2016) pp. 71–89. online
 Paul Lockhart (2009). A Mathematician's Lament: How School Cheats Us
Out of Our Most Fascinating and Imaginative Art Form. Bellevue Literary
Press. ISBN 978-1934137178.
 Losano, Leticia, and Márcia Cristina de Costa Trindade Cyrino. "Current
research on prospective secondary mathematics teachers' professional
identity." in The mathematics education of prospective secondary teachers
around the world (Springer, Cham, 2017) pp. 25-32.
 Sriraman, Bharath; English, Lyn (2010). Theories of Mathematics
Education. Springer. ISBN 978-3-642-00774-3.
 Strogatz, Steven Henry; Joffray, Don (2009). The Calculus of Friendship:
What a Teacher and a Student Learned about Life While Corresponding
about Math. Princeton University Press. ISBN 978-0-691-13493-2.
 Strutchens, Marilyn E., et al. The mathematics education of prospective
secondary teachers around the world (Springer Nature,
2017) online Archived 2021-04-18 at the Wayback Machine.
 Wong, Khoon Yoong. "Enriching secondary mathematics education with
21st century competencies." in Developing 21st Century Competencies In
The Mathematics Classroom: Yearbook 2016 (Association Of Mathematics
Educators. 2016) pp. 33–50.