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Math educators hoped to help their students see the need for algebra in the life of an everyday citizen. [3] The report outlined three strategies that helped math educators emphasize the everyday usage of algebra. First, teachers focused on the meanings behind concepts. Before, teachers were expected to use either the Drill or the Meaning Theory.
The five-year period was selected because that is the period during which most new teachers drop out; the starting salary of a NYC math teacher with a graduate degree was around $50,000 at that time. [4] The program also offered stipends to qualified existing teachers, to promote their retention in the field. [2]
Topics introduced in the New Math include set theory, modular arithmetic, algebraic inequalities, bases other than 10, matrices, symbolic logic, Boolean algebra, and abstract algebra. [2] All of the New Math projects emphasized some form of discovery learning. [3] Students worked in groups to invent theories about problems posed in the textbooks.
In 2015, Teach For America reported that 88 percent of its first-year teachers had returned for a second year. The organization also reported that more than 11,000 of its more than 37,000 alumni at the time were still teaching and that further, 65 percent of its alumni were working full-time in the field of education.
Escalante continued to teach at Garfield and instructed his first calculus class in 1978. He recruited fellow teacher Ben Jiménez and taught calculus to five students, two of whom passed the AP calculus test. The following year, the class size increased to nine students, seven of whom passed the AP calculus test.
The Mathematical Association of America (MAA) is a professional society that focuses on mathematics accessible at the undergraduate level. Members include university, college, and high school teachers; graduate and undergraduate students; pure and applied mathematicians; computer scientists; statisticians; and many others in academia, government, business, and industry.
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