Dissertations, Theses, and Capstone Projects
Date of Degree
2-2024
Document Type
Thesis
Degree Name
M.A.
Program
Liberal Studies
Advisor
Tomoaki Imamichi
Subject Categories
Education
Abstract
This thesis focuses on how mathematics education in the United States of America deserves an update to its curriculum, which will help stimulate the growth of a student. The current public school K-12 mathematics curriculum does not offer invigorating methods of teaching. Instead, students align anxiety with mathematics courses. Mathematics courses taught in the United States of America stem on the notion of memorizing formulas, rather than understanding the purpose of the subject and the impact it might have on future subjects. The format of this thesis centers on four distinct chapters that helps to explain the current state of mathematics education in the United States of America. The first chapter of the thesis focuses on the history of mathematics and how historic mathematicians used mathematics in their specific line of work. This chapter helps drive the conversation on how mathematics can be connected to other fields such as science, technology, engineering, as well as the arts. The second chapter covers the politics of education and how different levels of government plays a part in setting school curriculums. This chapter also highlights the implementation of the common core standards and the polarizing reception both from students and teachers. The third chapter focuses on the specific methods of teachings. The final chapter focuses on the New York City Department of Education and their efforts on modernizing the course curriculums.
Recommended Citation
Drenica, Lirak, "The Art of Mathematics: Modernizing K-12 Mathematics Education in the USA" (2024). CUNY Academic Works.
https://academicworks.cuny.edu/gc_etds/5630
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