Моррис Клайн: Математика білімі мен оқытудағы реформатор және сыншыл

American mathematician, teacher and author (1908–1992)
Morris Kline (May 1, 1908 – June 10, 1992) was a professor of mathematics, a writer on the history, philosophy, and teaching of mathematics, and also a popularizer of mathematical subjects.

Morris Kline was a protagonist in the curriculum reform in mathematics education that occurred in the second half of the twentieth century, a period including the programs of the new math. An article by Kline in 1956 in The Mathematics Teacher was titled "Mathematical texts and teachers: a tirade". Calling out teachers that blame students for their failures, he wrote "There is a student problem, but there are also three other factors which are responsible for the present state of mathematical learning, namely, the curricula, the texts, and the teachers." The tirade touched a nerve, and changes started to happen. But then Kline switched to being a critic of some of the changes. In 1958, he wrote "Ancients versus moderns: a new battle of the books". The article was accompanied with a rebuttal by Albert E. Meder Jr. of Rutgers University. He says, "I find objectionable: first, vague generalizations, entirely undocumented, concerning views held by 'modernists', and second, the inferences drawn from what has not been said by the 'modernists'." By 1966, Kline proposed an eight page high school plan. The rebuttal for this article was by James H. Zant; it asserted that Kline had "a general lack of knowledge of what was going on in schools with reference to textbooks, teaching, and curriculum." Zant criticized Kline's writing for "vagueness, distortion of facts, undocumented statements and overgeneralization." In 1966 and 1970, Kline issued two further criticisms. In 1973, St. Martin's Press contributed to the dialogue by publishing Kline's critique, Why Johnny Can't Add: the Failure of the New Math. Its opening chapter is a parody of instruction as students' intuitions are challenged by the new jargon. The book recapitulates the debates from Mathematics Teacher, with Kline conceding some progress: He cites Howard Fehr of Columbia University who sought to unify the subject through its general concepts: sets, operations, mappings, relations, and structures in the Secondary School Mathematics Curriculum Improvement Study. In 1977, Kline turned to undergraduate university education; he took on the academic mathematics establishment with his Why the Professor Can't Teach: The Dilemma of University Education. Kline argues that the onus on professors in the United States to conduct research misdirects the scholarly method that characterizes good teaching. He lauds scholarship as expressed by expository writing or reviews of original work of others. For scholarship, he expects critical attitudes to topics, materials and methods. Among the rebuttals are those by D. T. Finkbeiner, Harry Pollard, and Peter Hilton. Pollard conceded, "The society in which learning is admired and pursued for its own sake has disappeared." The Hilton review was more direct: Kline has "placed in the hand of enemies [a] weapon". Having started in 1956 as an agitator for change in mathematics education, he became a critic of some trends. Skilled expositor that he was, editors frequently felt his expressions were best tempered with rebuttal. In considering what motivated Morris Kline to protest, consider Professor Meder's opinion:I am wondering whether in point of fact, Professor Kline really likes mathematics [ ] I think that he is at heart a physicist, or perhaps a 'natural philosopher', not a mathematician, and that the reason he does not like the proposals for orienting the secondary school college preparatory mathematics curriculum to the diverse needs of the twentieth century by making use of some concepts developed in mathematics in the last hundred years or so is not that this is bad mathematics, but that it minimizes the importance of physics. It might appear so, as Kline recalls E. H. Moore's recommendation to combine science and mathematics at the high school level. But closer reading shows Kline calling mathematics a "part of man's efforts to understand and master his world", and he sees that role in a broad spectrum of sciences.

In Mathematics: The Loss of Certainty (ch. XIII: "The Isolation of Mathematics"), Kline deplored the way mathematics research was being conducted, complaining that often mathematicians, not willing to become acquainted with the (sometimes deep) context needed to solve applied problems in sciences, prefer to invent pure mathematics problems that are not necessarily of any consequence. Kline also blamed the publish or perish academic culture for this state of affairs.