Abstract
This chapter steps back from the front lines of mathematics education reform and looks forward within a long-term perspective. Our perspective draws upon a historical view of the long-term evolution of representations, the transformative potential of new media, and the growing challenges of meeting societal needs. We shall see that there have been enormous changes in all these factors over the past several hundred years. Our means of expressing mathematical ideas have changed and so have our expectations regarding who can learn what mathematics and at what age. We shall examine large-scale trends in content changes and in context changes for learning and using mathematics.
James J. Kaput is deceased.
Original version was published in Hoyles, C., Morgan, C., & Woodhouse, G. (Eds.). (1999). Rethinking the mathematics curriculum (pp. 155–170). London: Springer.
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Acknowledgements
This material is based on work supported by the National Science Foundation under Grant No. 0918339 as well as many prior grants, including Grant No. 9619102. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation.
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Kaput, J.J., Roschelle, J. (2013). The Mathematics of Change and Variation from a Millennial Perspective: New Content, New Context. In: Hegedus, S., Roschelle, J. (eds) The SimCalc Vision and Contributions. Advances in Mathematics Education. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-5696-0_2
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