Teaching of Mathematics in Senior High School and Junior College

1942 ◽  
Vol 12 (4) ◽  
pp. 425
Author(s):  
Maurice L. Hartung
1933 ◽  
Vol 26 (5) ◽  
pp. 292-295
Author(s):  
W. W. Gorsline

The Program of this meeting was composed of three papers on the following subjects: The Slide Rule in the Junior High School, The Slide Rule in the Senior High School, and The Slide Rule in the Junior College. The first paper advocated that the slide rule should be studied in the seventh, eighth and ninth grades. No explanation of the foundation principles of logarithms was mentioned, and only the simplest operations of multiplication, division, proportion, squares and square roots were explained. If the student starts to study an instrument when he is young, even though he doesn't understand all the reasons, he will be ready for the further study of the foundation principles upon which the slide rule is based when be gets to the senior high school and junior college. When the pupil begins the study of logarithms in the third year of high school then he will be ready to understand fully all the reasons for any procedure with the slide rule.


1945 ◽  
Vol 15 (4) ◽  
pp. 301 ◽  
Author(s):  
Samuel Ralph Powers ◽  
David James Blick

1942 ◽  
Vol 12 (4) ◽  
pp. 412-424
Author(s):  
Frederick L. Fitzpatrick ◽  
Vivian Edmiston

1966 ◽  
Vol 13 (6) ◽  
pp. 489-491
Author(s):  
Walter Earl

There are many different approaches to the teaching of mathematics. They range from the formal, axiomatic type of presentation to the strictly utilitarian emphasis. The first is concerned with the logical structure of mathematics and seeks to transcend any particular relevance to ordinary experience. The second approach concentrates upon the development of a manipulative skill with some important mathematical operations. Most of the teaching at the junior high school and senior high school levels would today probably fall somewhere between these two extremes. In any of these methods, however, the teacher frequently finds that he is giving little attention to the development of mathematical intuition and what might be called a “freedom from the discipline.” It is the purpose of this paper to describe a program that attempts to emphasize and enhance the students' intuitive abilities.


1945 ◽  
Vol 15 (4) ◽  
pp. 301-309
Author(s):  
Samuel Ralph Powers ◽  
David James Blick

2006 ◽  
pp. 114-156
Author(s):  
Donald G. Paterson ◽  
Gwendolen G. Schneidler ◽  
Edmund G. Williamson

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