The process of re-designing the geometry curriculum: the case of the Mathematical Association in England in the early 20th Century

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Description/Abstract

This paper examines a key period of change in geometry teaching in England. Our focus is the character and nature of the recommendations of the geometry report of the UK Mathematical Association in 1902. We analyse historical documents of the Mathematical Association using a theoretical framework developed from Cooper’s model. Our analysis shows that the character and recommendations of the Mathematical Association report was influenced by various factors including: that the Mathematical Association members still respected the traditional Euclidean approach to geometry as a basis for school geometry; that the academic and power resources available to the Mathematical Association at the time were not sufficient for a complete change from the traditional approach; that conflicts between the various members of the Mathematical Association prevented a complete consensus; and that the climate outside the teaching committee of the Mathematical Association was not ready for radical reform at that time.