Discrete mathematics in the high school curriculum

2004 ◽  
Vol 36 (3) ◽  
pp. 105-116 ◽  
Author(s):  
Ian Anderson ◽  
Bram van Asch ◽  
Jack van Lint
Keyword(s):  
High School ◽  
School Curriculum ◽  
Discrete Mathematics ◽  
High School Curriculum

Three Methods of Attacking Problems in Discrete Mathematics, Part 1

1987 ◽  
Vol 80 (3) ◽  
pp. 224-230
Author(s):  
Jan Mansheim ◽  
Phyllis Baldridge
Keyword(s):  
High School ◽  
Junior High ◽  
School Curriculum ◽  
Discrete Mathematics ◽  
High School Curriculum ◽  
Mathematical Techniques

We are concerned about how we will meet the challenge of introducing our students to those topics usually listed under the heading of “discrete mathematics.” We agree with those authorities who, like Schoen (1986), maintain that this subject should be an integral part of the junior high and high school curriculum. Since many students find problems in discrete mathematics rather difficult, we think that these should be approached from various avenues. A variety of approaches will make the problems more understandable and increase the students' skill in the use of diverse mathematical techniques.

A Statewide Examination of Secondary Special Education for Students with Mild Disabilities: Implications for the High School Curriculum

1987 ◽  
Vol 54 (2) ◽  
pp. 122-129 ◽  
Author(s):  
Andrew S. Halpern ◽  
Michael R. Benz
Keyword(s):  
High School ◽  
Special Education ◽  
High School Students ◽  
Special Education Teachers ◽  
School Curriculum ◽  
Sources Of Information ◽  
School Students ◽  
High School Curriculum ◽  
Mild Disabilities ◽  
Education Administrators

This article reports the partial findings of a statewide survey of high school special education programs for students with mild disabilities. The focus of this article is on the curriculum. Three sources of information were tapped for this study: (a) special education administrators, (b) high school special education teachers, and (c) parents of high school students with mild disabilities. The return rates were very high: 91%, 89%, and 45% of the three groups, respectively. Four basic topics concerning the curriculum were investigated: (a) its focus and content, (b) discrepancies between availability and utilization, (c) barriers to mainstreaming, and (d) conditions required for improvement. Both data and recommendations with respect to these topics are presented.

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