Tímarit um menntarannsóknir - 01.01.2009, Side 63

Tímarit um menntarannsóknir - 01.01.2009, Side 63
61 Tímarit um menntarannsóknir, 6. árgangur 2009 Gróska og stöðnun í stærðfræðimenntun 1880–1970 þeim verulega eftir fyrsta námsárið, varð að nokkru marki til að viðhalda því ástandi sem inntökuprófin sköpuðu og fræðslulögin höfðu beinst gegn þó að aldursmörkin hefðu færst ofar. Forsvarsmenn unglingastigsins gátu ekki ákveðið hvaða námsefni hentaði nemendum þess heldur voru þeir bundnir af efra skólastigi. Svo virðist sem reynt hafi verið að stöðva tímans straum með ákvörðunum þeim sem hér voru raktar; festa nemendafjölda Mennta- skólans við ákveðna tölu, festa tilteknar námsbækur fyrir skyldunámið sem „rétt“ námsefni Ríkisútgáfunnar og festa námsefni fyrrum annars bekkjar Menntaskólans í Reykjavík sem landsprófsefni. Allar þessar ákvarðanir stöðvuðu þróunina í tvo til þrjá áratugi á meðan þjóðfélagið tók stórstígum breytingum sem og hugmyndir manna um heppilegt námsefni og rétt til náms. Vissulega verður að draga þann lærdóm af því sem gerðist að allar veigamiklar ákvarðanir eigi að vera í stöðugri endurskoðun en megi ekki fá að verða steinrunnin minnismerki um horfna tíma. Abstract Growth and Stagnation in Mathematics Education in Iceland 1880–1970 Three decisions made in the period 1928– 1946 were of great consequence to school development in Iceland, school mathematics in particular, and caused stagnation up to the mid-1960s. The decisions were to restrict admission to the dominating Reykjavík Grammar School in 1928, to establish a textbook monopoly enterprise in 1937, and to compromise with the Reykjavík Grammar School to take its former syllabus for a national entrance examination to the upper secondary level in 1946. A conjecture is presented that the combined effects of these three decisions were to grant the upper secondary level strong influence on the lower level curriculum and hinder its development. Background By legislation in the Danish realm, to which Iceland belonged until 1944, Latin schools were divided into a language-history stream and a mathematics science stream in 1871. Until 1928 there was only one Icelandic Latin school, which until 1919 was considered too small to be divided into two streams; the choice fell on the language-history stream in 1877. In 1880 legislation was passed on public education in writing and arithmetic. This spurred publications of arithmetic textbooks for children and adolescents. A number of books were published during the following decades until 1929. The pressure from the upper school level was minimal in this period as a mathematics-science stream at the Latin school, later the Reykjavík Grammar school, was first established in 1919. In 1908 the Iceland Teacher Training College was established. Its first mathematics teacher was Ó. Daníelsson, who completed his doctorate in geometry at the University of Copenhagen in 1909. Daníelsson published his elementary Reikningsbók/Arithmetic, in 1906. Daníelsson was appointed mathematics teacher at the Reykjavík Grammar School in 1919. The 1920 edition of Daníelsson’s Arithmetic, adjusted to his 14 year old freshmen, became very influential and was republished until 1956. Primary school teacher E. Bjarnason published Reikningsbók/Arithmetic in two volumes in 1927–1929 for the upper primary level. Younger children were to be taught at home to read, write, count and do basic arithmetic. In his foreword, Bjarnason thanked Daníelsson cordially for good advice. A close inspection reveals that a number of items from Daníelsson’s textbook are echoed in Bjarnason’s book. Bjarnason’s textbook was last republished in 1978. Three consequential decisions In the 1920s, the number of pupils seeking admission to the Reykjavík Grammar School greatly increased. No lower secondary schools
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