This study analyzes 191 popular cultural artifacts referencing New Math and shows that broader cultural themes of the postwar era, including the urgent need and potential of technological progress, align with widespread beliefs about New Math. The analysis reveals that the public knew little about New Math and regarded it as a mysterious, powerful new technology that would empower the next generation. The study suggests that the public’s perceptions of New Math, and likely other educational reforms, were shaped in a social dialogue among producers and consumers of culture as much as by the content of those reforms.
