Abstract
This article presents two theoretical research results regarding the “new math” movement, a special phenomenon in the history of mathematics education. Firstly, a brief history of that movement is clarified in a strictly logical manner: created by demands of the teaching of undergraduate mathematics degrees at university, the movement was activated by the special circumstances of the post-World War II period. Under the leadership of famous mathematicians, new math has changed the physiognomy of mathematics education at high schools since the 1960s. Despite receiving a lot of criticism and gradually entering a recession, the legacy of “new math” is undeniable. Furthermore, the systematization of certain lessons synthesized by researchers certainly preserves its full value for the reform of Vietnamese educational programs now in force.
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