Editing New Math (section)

== In other countries ==
In the broader context, reform of school mathematics curricula was also pursued in European countries, such as the [[United Kingdom]] (particularly by the [[School Mathematics Project]]), and [[France]] due to concerns that mathematics as taught in schools was becoming too disconnected from mathematics research, in particular that of the [[Nicolas Bourbaki|Bourbaki group]].<ref>{{Cite web|date=2017-07-15|title=L'enseignement des mathématiques au XXe siècle|url=http://culturemath.ens.fr/histoire%20des%20maths/htm/Gispert08-reformes/Gispert08.htm |lang=fr |access-date=2020-09-01|archive-url=https://web.archive.org/web/20170715164210/http://culturemath.ens.fr/histoire%20des%20maths/htm/Gispert08-reformes/Gispert08.htm|archive-date=2017-07-15}}</ref> In [[West Germany]] the changes were seen as part of a larger process of ''[[Education reform|Bildungsreform]]''. Beyond the use of set theory and different approach to [[arithmetic]], characteristic changes were [[transformation geometry]] in place of the [[Natural deduction|traditional deductive]] [[Euclidean geometry]], and an approach to [[calculus]] that was based on greater insight, rather than emphasis on facility.{{clarify|date=February 2011}}{{citation needed|date=February 2011}}

Again, the changes were met with a mixed reception, but for different reasons. For example, the end-users of mathematics studies were at that time mostly in the [[physical science]]s and [[engineering]], and they expected manipulative skill in calculus rather than more abstract ideas. Some compromises have since been required, given that [[discrete mathematics]] is the basic language of [[computing]].{{citation needed|date=February 2011}}

Teaching in the [[Soviet Union|USSR]] did not experience such extreme upheavals, while being kept in tune, both with the applications and academic trends:

{{blockquote|Under [[Andrey Kolmogorov|A. N. Kolmogorov]], the mathematics committee declared a reform of the curricula of grades 4–10, at the time when the school system consisted of 10 grades. The committee found the type of reform in progress in Western countries to be unacceptable; for example, no special topic for sets was accepted for inclusion in school textbooks. [[Transformation geometry|Transformation approaches]] were accepted in teaching geometry, but not to such sophisticated level {{sic}} presented in the textbook produced by [[Vladimir Boltyansky]] and [[Isaak Yaglom]].<ref name="textbook">{{cite conference|chapter = The Third World Mathematics Education is a Hope for the World Mathematics Education Development in the 21st Century|first = George|last =  Malaty|chapter-url = http://math.unipa.it/~grim/EMALATY231-240.PDF |archive-url=https://web.archive.org/web/20050214093107/http://math.unipa.it/~grim/EMALATY231-240.PDF | archive-date= 14 February 2005 |url-status=dead |year = 1999|title = Proceedings of the International Conference Mathematics Education into the 21st Century: Societal Challenges, Issues and Approaches|pages = 231–240|location = Cairo, Egypt|conference = Mathematics Education into the 21st Century: Societal Challenges, Issues and Approaches}}</ref>}}

In [[Japanese mathematics|Japan]], New Math was supported by the [[Ministry of Education, Culture, Sports, Science and Technology]] (MEXT), but not without encountering problems, leading to [[Student-centred learning|student-centred]] approaches.<ref>{{cite web |url=https://www.researchgate.net/publication/37261895 |title=第二次大戦後のわが国における数学教育の発展について― 「科学化運動」から「生きる数学」への飛翔 ― |lang=ja |website=www.researchgate.net}}</ref>