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Traditional mathematics (sometimes classical math education) was the predominant method of mathematics education in the United States in the early-to-mid 20th century. This contrasts with non-traditional approaches to math education.〔() A comparison of traditional and reform mathematics curricula in an eighth-grade classroom Education, Summer 2003 by Alsup, John K., Sprigler, Mark J.〕 Traditional mathematics education has been challenged by several reform movements over the last several decades, notably new math, a now largely abandoned and discredited set of alternative methods, and most recently reform mathematics (''i.e. Standards-based mathematics'') based on NCTM standards, which is federally supported and has been widely adopted, but subject to ongoing criticism. ==Traditional methods== The topics and methods of traditional mathematics are well documented in books and open source articles of many nations and languages. Major topics covered include: * Elementary arithmetic * Addition * Carry * Subtraction * Multiplication * Multiplication table * Division * Long division * Arithmetic with fractions * Lowest common denominator * Arithmetic mean * Volume In general, traditional methods are based on direct instruction where students are shown one standard method of performing a task such as decimal addition, in a standard sequence. A task is taught in isolation rather than as only a part of a more complex project. By contrast, reform books often postpone standard methods until students have the necessary background to understand the procedures. Students in modern curricula often explore their own methods for multiplying multi-digit numbers, deepening their understanding of multiplication principles before being guided to the standard algorithm. Parents sometimes misunderstand this approach to mean that the children will not be taught formulas and standard algorithms and therefore there are occasional calls for a return to traditional methods. Such calls became especially intense during the 1990s. (See Math wars.) A traditional sequence early in the 20th century would leave topics such as algebra or geometry entirely for high school, and statistics until college, but newer standards introduce the basic principles needed for understanding these topics very early. For example, most American standards now require children to learn to recognize and extend patterns in kindergarten. This very basic form of algebraic reasoning is extended in elementary school to recognize patterns in functions and arithmetic operations, such as the distributive law, a key principle for doing high school algebra. Most curricula today encourage children to reason about geometric shapes and their properties in primary school as preparation for more advanced reasoning in a high school geometry course. Current standards require children to learn basic statistical ideas such as organizing data with bar charts. More sophisticated concepts such as algebraic expressions with numbers and letters, geometric surface area and statistical means and medians occur in sixth grade in the newest standards.〔(【引用サイトリンク】title=Common Core Standards for Mathematics )〕 抄文引用元・出典: フリー百科事典『 ウィキペディア（Wikipedia）』 ■ウィキペディアで「Traditional mathematics」の詳細全文を読む スポンサード リンク
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