Maximum reforms begin due to an element of dissatisfaction with the subject of mathematics. Related to mathematics reform, dissatisfaction grows at the beginning of schools because of less knowledge of mathematics. Due to this reason, there is less number of persons desiring to pursue mathematically oriented careers and perhaps a most related problem in day today world is high stakes accountability culture. Students are very weak in their performances on class tests. Because of these problems, the elements do not represent the broad realm of reform the whole complicated satiations to the students, researchers, teachers and politicians, parents. However, once technological science expanded mathematical horizons, the development in mathematical to simple and logical categories occurred.
Simultaneously, computations became so complex as to necessitate the reduction in mathematics; To garner an understanding of society continued and pervasive utilization of traditional mathematics collection of obscure procedures and rules, and to fully realize the tenets of reform-oriented mathematics, it is necessary to examine the historical progressions that have transpired within the field of mathematics. Mathematicians of the seventeenth century, such as Newton and Descartes, viewed mathematics as “a tool to organize, communicate, and convince others of their hypothesis.” Their original intent, therefore, was not to establish math as an independent study. What followed was the creation of formulas capable of creating unique solutions and the establishment of rules for the efficient calculation of problems. Complex problems were reduced to simplest principles and particular skills and explicit, precise languages for each mathematical field evolved. In the United States Mathematics curricula have not only been analyzed by the evolution of mathematics throughout the years but with recent events also.Recently they designed a preparation for “shopkeepers, farmers, and factory workers for the 1940s,” mathematics curricula was revised in the late 1950?s. The modern math era of the 1960s was highlighted by a condition on precision and rigor followed by a process-driven, hands-on approach to teaching and learning.
The hands-on approach continued into the 1970s laboratory mathematics period as mathematics curricula began to include lab materials, and manipulative materials. An increase in technological developments, as well as an understanding that the country required equal access to mathematics education for all peoples if the United States were to remain a competitive world leader, precipitated the back to basics movement of the 1970’s The National Council of Teachers of Mathematics stepped onto the stage early in the 1980’s with the publication of An Agenda for Action. A primary focus of the problem was on the importance of problem-solving, yet the skill of problem solving proved very complex relationship to both its teaching and its practicals. But at end of the 1980s, NCTM stepped firmly into the reform arena with the development of Principles and Standards for School Mathematics. Classified as the period of realization, this period highlighted the need for reform in mathematics education which also gave the ways and means by which students come to understand mathematics.
NCTM ‘s Principles and Standards continue to guide a revolutionary reform movement in mathematics education. Relative to mathematical reforms explains the student’s mathematical understanding requires the provision of time and opportunities to participate in a process of concept construction and active interpretation within meaningful contexts and meaningful mathematical experiences were those connected with real life needs.
Conclusion: Mathematical reform for the students is only because of memorization of the problem-solving methodology and lack of practices and concentration in the class rooms due to modern technology.
