Suzanne M. Wilson
- Published in print:
- 2002
- Published Online:
- October 2013
- ISBN:
- 9780300094329
- eISBN:
- 9780300127539
- Item type:
- chapter
- Publisher:
- Yale University Press
- DOI:
- 10.12987/yale/9780300094329.003.0005
- Subject:
- Sociology, Education
This chapter examines the networks that exist for mathematics education enthusiasts, such as networks that sponsor summer and weekend events. These networks, in essence, are not a part of the ...
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This chapter examines the networks that exist for mathematics education enthusiasts, such as networks that sponsor summer and weekend events. These networks, in essence, are not a part of the “formal” education system, but presented clear evidence of an extensive, sometimes invisible, underground body of mathematics education organizations. More importantly, it seems that this underground world played an important role in reform as these networks were the sources for many of the teachers and educators appointed to California Department of Education committees. Through these networks, reforms were broadcast; columns appeared in association organs describing the updates of new policy developments. Late on, however, when things became contentious, critics of the earlier reform would view these groups as impenetrable blocs of progressive educators. This chapter studies and analyzes these networks in light of the role that they played historically in the reform of mathematics education.Less
This chapter examines the networks that exist for mathematics education enthusiasts, such as networks that sponsor summer and weekend events. These networks, in essence, are not a part of the “formal” education system, but presented clear evidence of an extensive, sometimes invisible, underground body of mathematics education organizations. More importantly, it seems that this underground world played an important role in reform as these networks were the sources for many of the teachers and educators appointed to California Department of Education committees. Through these networks, reforms were broadcast; columns appeared in association organs describing the updates of new policy developments. Late on, however, when things became contentious, critics of the earlier reform would view these groups as impenetrable blocs of progressive educators. This chapter studies and analyzes these networks in light of the role that they played historically in the reform of mathematics education.
