Russian Mathematics Education

The following sections are included:

• Contents

• Introduction

The following sections are included:

• The History of the Inception of Russian Mathematics Education

• The 18th Century: The Period in which Mathematical Education in Russia Came to a Halt
  • Mathematical Education in the Epoch of Peter I
    • The mathematical–navigational school
      • Magnitsky's “Arithmetika”
      • Organization of instruction
    • Arithmetic (Tsifirnye) schools
      • Mathematical education in arithmetic schools
      • Difficulties in teaching
  • Leonhard Euler and Mathematical Education in Russia
    • The academic educational system
    • The mathematical–methodological school of Leonhard Euler
  • Mathematical Education in Russia in the Second Half of the 18th Century
    • The professional educational system
      • The naval cadet corps
      • The engineering–artillery corps
    • The university educational system
    • The general education system: Public schools at the end of the 18th century

• The Formation of Russia's Classical System of School-Based Mathematical Education: 19th–early 20th Centuries
  • Mathematical Education in Russia in the First Quarter of the 19th Century
  • The Development of the Gymnasia System of Mathematical Education in the Second Quarter of the 19th Century
  • Mathematical Education in Russian Schools in the Second Half of the 19th Century and the Beginning of the 20th Century
  • The Reform Movement in Russian Mathematics Education at the Turn of the Century (19th–20th)

• Conclusion

• References

The following sections are included:

• Introduction

• Rejecting Drills and Rote Memorization

• The Place of Mathematics in the New Schools and the Objectives of Mathematics Education

• School Programs and School Practice

• Discussion: Some Conclusions

• The CPSU's Resolutions on Education

• Changes in the Programs and Organization of Mathematics Education

• Rising Demands and Growing Numbersof Students

• The Struggle to Increase Teachers’ Mathematical Knowledge and the Role of Research Mathematicians

• What a Lesson must Accomplish

• The Fight Against Formalism and for the Practical Application of Mathematics

• Student Failure and the Struggle Against It

• Monitoring in Education

• The School Atmosphere and Mathematics

• Schools under Stalin: Conclusion

• References

The following sections are included:

• Introduction

• Kolmogorov and Schools

• The Pre-History of the Reform

• The Curriculum of 1968

• The Implementation of the Reforms

• Elective Classes

• Mathematics 1–5

• Geometry 6–10

• Algebra and Elementary Calculus

• The Counter-Reform

• The 1980s

• Epilogue

• References

The following sections are included:

• Introduction

• Important Events in Mathematics Education of the Late 1980s
  • Emergence of a “Uniform Standard”
  • The Textbook Competition
  • New Objectives
  • The Dawn of the Computer Age
  • What Are They Doing?
    • Differentiated education
    • Regional education; the development of “community education”
    • National standard
    • Alternative schools

• Digression: A Few Personal Remarks

• In the Beginning Was the Word…
  • Freedom to Design Curricula and School Programs
  • Choice of Textbooks
  • Methodological Support

• Word and Deed
  • Working Conditions of a Mathematics Teacher
    • The place of mathematics in school curricula
    • The role of the teacher
  • Educational Content
    • The structure of the educational process
    • Minimum level

• Modernization
  • Educational Standards
  • Specialization of High Schools
  • Uniform State Examination (USE)

• New Challenges and New Approaches
  • The Role of Mathematics in Students’ Personal Development
  • Learning Styles
  • Specializations and Levels
  • Productivity of Mathematics Education
  • The Function of the Textbook
  • Computer-Based Technologies
  • The Role of Academic Institutions in Renewing Educational Content

• Compared with Other Countries
  • How Are We the Same?
  • How Are We Different?

• In Place of a Conclusion

• References

The following sections are included:

• Introduction

• Mathematics Circles and Olympiads

• M. A. Lavrentiev, A. N. Kolmogorov, D. K. Faddeev, and the Math–Physics Boarding Schools

• Israel Gelfand, the Correspondence School and Seminar

• A. S. Kronrod, E. B. Dynkin, and the City Selective Mathematics Schools

• Nikolay Vasiliev and the Kvant Magazine Problem-Solving Section

• A Few Words on Humanities

• Tightening of the Screws. How Did Mathematics Education Fare?

• Bella Subbotovskaya and the Tragedy of the “People's University”

• Nikolai Konstantinov
  • Moscow School #57
  • The MCCME: A New Structure and New People

• Mathematics Teachers and Research Mathematicians. Friends or Foes?

• Conclusion

• Acknowledgments

• References

The following sections are included:

• Introduction

• The Mathematical Subculture of 20th Century Russia

• The Form and Style of Russian Competitions

• The Growth of Russian Contests
  • The Leningrad Mathematical Olympiad (LMO)
  • The Moscow Olympiad and the Development of the All-Union Olympiad
  • “Math Battle” (Mamбoŭ)
  • Tournament of the Towns
  • Kvant: A Competition in a Journal

• What Can We Learn?

• Sample Problems

• References

The following sections are included:

• Introduction

• Russian Vygotskian-Based Mathematics Education Innovations

• The Role of Dialectical Logic in the Development of Ordinal Number

• The Development of the Concept of Real Number from Quantity

• Unresolved Issues and the Manner of Their Resolution by Davydov

• The Development of Mathematics as a Conceptual System

• The Role of Dialectical Logic and Psychological Tools in Developing Multiplication and Division

• Problematizing the Understanding of Unit

• Avoidance of Generative Metonymy

• The Role of Dialectical Logic in the Development of Psychological Tools

• The Role of Dialectical Logic in Developing Effective Classroom Participation

• Reflections/Conclusion

• References

The following sections are included:

• Introduction

• The System and Content of General Secondary Mathematics Education in Russia Today

• Contemporary Trends in the Development of School Mathematics Education

• The History of the Formation of the System of Mathematics Teacher Preparation in Russia

• The Traditional System of Mathematics Teacher Preparation in Russia

• Requirements for the Mathematics Teacher in Russia Today

• The New Model of Mathematics Teacher Preparation in Pedagogical Institutes

• Selecting Future Students

• The Content and Process of Academic Professional Mathematics Teacher Preparation at the Baccalaureate Level

• The Content and Process of the Professional Academic Preparation of the Mathematics Teacher at the Master's Level

• The Practical Preparation of the Mathematics Teacher (Field Practice)

• Problems and Approaches to Solve Them

• Conclusion

• References

This chapter explores the influence of Russian mathematics education on education in countries within the USSR's sphere of influence — the socialist states. An attempt to describe “socialist mathematics education” has already been made by Swetz (1978). Naturally, no one ever decreed that mathematics education in the countries of the so-called “socialist camp” should be identical. Yet political connections did give rise to connections in culture and education, and consequently the influence of Russian mathematics education has probably been the strongest in precisely these countries…

The following sections are included:

• Introduction

• Polish Mathematics Education before the Partition of Poland

• Polish Mathematics Education in the Part of Poland under Russian Rule

• The Period of the International Reform Movement and the Independence of Poland

• Mathematics Education in Poland after World War II and before the Collapse of the Soviet Union

• Conclusion

• References

The following sections are included:

• Introduction

• Mathematics Education before WWII

• Hungarian Mathematics Education after WWII

• Russian Textbooks and Problem Collections

• Reform of Postwar Curriculum

• Classes for Talented Students

• Conclusion

• References

The following sections are included:

• Introduction

• Cuban Mathematics Education before 1959

• Changes in Organization and Pedagogy after 1959

• Russian Influence in Secondary School Mathematics Education after 1959

• Russian Influence in Higher Mathematics Education and in Mathematics Teacher Education

• The Situation Today

• References

The following sections are included:

• Introduction

• Educational Psychology in the Soviet Union and the United States

• English Translations of Soviet Work
  • Soviet Instructional Psychology
  • A Measurement Approach to Number

• Sociocultural Approaches

• Teaching Experiments

• Mathematical Abilities

• Conclusion

• References

The following sections are included:

• Notes on Contributors

• Name Index

• Subject Index