Math As a Culture War? Trey Kay Discusses the Latest Episode of 'Us & Them'

At a time when West Virginia’s GOP legislators are maneuvering to resend the state’s obligation to use Common Core Curricular Standards for reading and math,  Beth Vorhees speaks with Trey Kay, host of WVPB’s Us & Them podcast about his latest program about New Math.  

New Math was a method for teaching math introduced into public schools in the late 1950s and 1960s – a curricular answer to the Cold War fears of American intellectual inadequacy. In the age of Sputnik and increasingly sophisticated technological systems and machines, math class came to be viewed as a crucial component of the education of intelligent, virtuous citizens who would be able to compete on a global scale. New Math ultimately became a political football used in culture war battles over education.

Us & Them: New Math

Kind of like the controversial Common Core Curriculum Standards for Mathematics today, “New Math” was the raspberry seed in many people’s dentures back in the ’60s and ’70s. 

This was a time of sweeping cultural change in the U.S.  The post WWII years saw the rise of the counterculture movement – beatniks and hippies, the birth of feminism, the civil rights movement and an era marked by an acute distrust of government. In the middle of this ferment, “New Math” was introduced into schools in the late 1950s and 1960s – a curricular answer to Cold War fears of American intellectual inadequacy. In the age of Sputnik and increasingly sophisticated technological systems and machines, math class came to be viewed as a crucial component of the education of intelligent, virtuous citizens who would be able to compete on a global scale.
 

In this program I interview, Christopher J. Phillips, author of The New Math: A Political History, which examines the rise and fall of this new way of teaching mathematics. Neither the new math curriculum designers nor its diverse legions of supporters concentrated on whether the new math would improve students’ calculation ability. Rather, they felt the new math would train children to think in the right way, instilling in students a set of mental habits that might better prepare them to be citizens of modern society—a world of complex challenges, rapid technological change, and unforeseeable futures. While Phillips grounds his argument in shifting perceptions of intellectual discipline and the underlying nature of mathematical knowledge, he also touches on long-standing debates over the place and relevance of mathematics in liberal education. And in so doing, he explores the essence of what it means to be an intelligent American—by the numbers.  

STEM Camp for Middle School – Age Girls

On Saturday, a STEM camp for middle school girls will be held at Shepherd University.

The camp is called, Seeding Your Future, and the organizers hope that the middle school-age girls who attend will be inspired to consider careers in science, technology, engineering, and math; better known as STEM.

Seeding Your Future will offer hands-on workshops that will teach scientific, technological, or mathematical lessons. The whole idea is to help the girls get energized about science and math.

“Research has traditionally shown that in middle school is where the sort of interest in math, science, technology, engineering, those sort of fields, tends to flag a little bit, and so this is an effort to help increase the interest, keep that going, so that maybe they want to go into a science or math, or STEM career,” said Dr. Jordan Mader, assistant professor of Chemistry at Shepherd.

Mader says there’s a growing need for more professionals in STEM fields, and now is a great opportunity for more young women to consider getting involved. She also says girls are often being discouraged when it comes to STEM careers.

She and fourteen other Shepherd faculty members, running the camp on Saturday, hope it helps change those girls’ perspectives.

Students in South Charleston Use STEM Skills to Build a Satellite

Students at South Charleston High School are working on their own satellite.  It will be launched into space by NASA on a Soyez rocket sometime next year.  The satellite will gather all kinds of data and beam it back to the school for five years.  This is what it means to talk about STEM – science, technology, engineering and math and the students are pretty excited about it.

Still a Beautiful Mind – and an Inspiring West Virginian

Editor’s note: Nobel-prize winning mathematician John Nash and his wife were killed in a traffic accident May 23, 2015. This profile from 2013 is part of our series, “Inspiring West Virginians.”

The 9th floor of Fine Hall, the math building at Princeton University, is a place some people call the mathematical center of the universe. 

Here you’ll find the office of 84-year-old John Forbes Nash, Jr., one of the greatest mathematicians of the 20th century. 

One whole bookshelf in Nash’s office is lined with photos of his hometown, Bluefield, West Virginia. Nash left the state more than 60 years ago, but clearly it’s still important to him.

“This is my high school in Bluefield,” he said, sharing the picture of his 50th high school class reunion. “I’m in the corner here.”

Over his lifetime, Nash has sought and solved some of mathematics’ most difficult problems, in ways that have amazed other mathematicians, all while overcoming great trials.    

In 2001 Ron Howard made a film about Nash called “A Beautiful Mind” starring Russell Crowe.  It won the Oscar for Best Picture. The film and the book on which the film is based tell the story of Nash’s meteoric rise in the mathematical world, his early career teaching at MIT, his sudden descent into severe mental illness, and his ultimate recovery. 

John Nash’s story begins in Mercer County.

“My mother had been born there, and she had sisters,” Nash explained. “I had only one sibling – my sister – and that’s a special relationship.” 

Martha Nash Legg remembers Bluefield as a lovely place to grow up, and she describes her brother as studious.

“I guess today we’d call him nerdy!” she said. “His friends were also bright. He liked science fiction.”

“And he was musical. He is musical – to the extent that he can whistle Bach!” laughed Legg.

Nash says he was quite aware that he wasn’t close to people other than relatives.

“I guess I’m a little like an Asperger’s type,” he said. “I didn’t have very strong friendship relations generally.  I wasn’t just a buddy of the group.” 

Even as a little boy, Johnny, as his family called him, was drawn to mathematics.

“I did have a taste for numbers. In school I liked to work with larger numbers than we were taught to use, 5 digits rather than 2 or 3,” Nash remembered. 

He points to Men of Mathematics, by E.T. Bell as a book he read as a child that really influenced him.

“He’s an American,” said Nash. “The book was inspiring in the way it talked about the mathematical discoveries and what these people had done.”

Nash was particularly intrigued by the 17th Century French mathematician, Pierre de Fermat.  As a 14-year-old, Nash succeeded in proving Fermat’s Theorem. 

After high school he went to Carnegie Tech in Pittsburgh. In just three years he earned a bachelors and masters in mathematics.  One of his teachers recognized Nash was a mathematical genius, and encouraged him to go to Princeton University for a PhD.  

At Princeton Nash’s dissertation was in a field called game theory. At the time it was a relatively new concept that explains human behavior.  

His main contribution to game theory – which later became known as the Nash Equilibrium – has been used in a wide variety of fields, from economics, to foreign policy, information technology, and evolutionary biology.

Nash also solved a few very, very difficult problems in pure mathematics.

And he did it in a way that still inspires young mathematicians, including Dejan Slepčev, associate professor of mathematics at Carnegie Mellon University in Pittsburgh.

“Nash’s papers are very brief and have many ideas in them,” said Slepčev. “It’s not just one idea that solves everything but at every step there is a new idea and yet there is the whole picture of how everything fits together.”  

“So that is the beauty of the thing,” he said. “So if you speak about the beautiful mind, then it must be the mind which is able to store so many new ideas together at the same time.”

At the height of this brilliant young mathematician’s career, John Nash developed paranoid schizophrenia, a severe mental illness.

For more than 25 years he had delusions about who he was, who other people were and messages he believed he was receiving.

He wandered the campus of Princeton University, writing on blackboards and whistling Bach to himself.  He became known as “The Phantom of Fine Hall.”

And then, without medication, he started to get better. 

One morning in 1994, a few years after Nash returned to what he calls rational thinking, Legg says an amazing thing happened.

“The radio was on in the bedroom.  And I heard them say something about a Nobel Prize Award in Economics, and I thought they said, ‘John Nash in game theory,’” Legg recalled.

“And it brought tears to my eyes thinking how much my parents would have loved to have heard that.” 

The Nobel Prize changed John Nash’s life.  Princeton University gave him a job, and he received further awards and honors.

The man who was almost forgotten was invited to lecture at universities throughout the world. 

Today Nash continues to tackle difficult problems in mathematics and economics at Princeton University. 

“Well, it’s not unusual to work to 70, maybe 75, but now I’m 84. I could go to 90!” 

John Nash, who rarely gives interviews, is featured with others in the West Virginia Public Radio documentary Inspiring West Virginians, produced by Jean Snedegar with Senior Producer Suzanne Higgins.

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