“From the Archives–1955” Mathbits

by Mark Nechanicky, Region 1 MCTM director

February 1955

There is a different atmosphere in today’s mathematics classroom than formerly because mathematics is no longer considered as a means of training the mind. Instead, it is considered a necessary tool for solving daily problems, for preserving and advancing our scientific society, and for enriched living. …

Of course this broad presentation of mathematics has given rise to problems and to some losses. The modern mathematics student has lost a certain amount of precision of statement when he expresses mathematical ideas. He has not memorized many rules and formulas that are often needed. He does not know as many shortcuts. He is not as automatic or formal in his solution to his problems.

On the other hand, certain gains should more than offset these losses. He should have gained insight into how mathematics is learned and, as a consequence of this insight, may be able to learn more effectively in the future. He should have gained an understanding of what mathematics is and how it is used. He is likely to have gained confidence in mathematics as a field in which he can make progress even though he may never become a scientist or engineer.

“The human mind has never invented a labor-saving machine equal to algebra.” The Nation, Vol. 33, pg. 237

December 1955

The shortage of mathematics teachers still exists. California is “raiding” Minnesota colleges of some of their best graduates by offering starting salaries of $3900 and more. Let’s hope… schools can compete on an equal basis by providing comparable beginning salaries. ($3900 in 1955 is $46,433.57 adjusted for inflation in 2025)

Though mathematical knowledge has been accumulating for thousands of years, the rate of growth has suddenly increased in this century. New discoveries and new applications are being made faster than ever. But more importantly entirely new branches of mathematics and fields of math applications are developing. … The professional mathematician is in demand as never before in industry and government as well as in education. … What is the responsibility of secondary schools in this situation? Clearly to teach more mathematics and more modern mathematics to more young people. It is important to tell young men and women that a career in mathematics offers intellectual and financial attractions.