Indonesia's National Council: The First Year

1958 ◽  
Vol 27 (7) ◽  
pp. 97-104
Author(s):  
Roeslan Abdulgani
Keyword(s):  
1987 ◽  
Vol 80 (6) ◽  
pp. 428-438 ◽  
Author(s):  
Zalman Usiskin

Elementary or first-year algebra is the keystone subject in all of secondary mathematics. It is formally studied by students from grade levels as early as seventh grade and as late as college, but begun and completed more often in ninth grade than at any other time. The main purpose of this article is to question that timing. The conclusion to be argued here is that most students should begin the study of algebra one year earlier than they now do. This conclusion is contrary to a recommendation currently subscribed to by the National Council of Teachers of Mathematics and to the views of a number of leaders in mathematics education. I attempt to show here that these leaders have been misguided.


1926 ◽  
Vol 19 (7) ◽  
pp. 434-441
Author(s):  
J. T. Johnson

In this age of rapid evolution in methods of teaching mathematics, in text book making and curriculum construction no professionally spirited teacher of mathematics can well afford to be without this comprehensive treatise.


1926 ◽  
Vol 19 (4) ◽  
pp. 193-194

The National Council of Teachers of Mathematics has made an important contribution to the teaching of elementary mathematics through the publication of its First Year Book The general theme of the book is a General Survey of Progress in the Last Twenty-Five Years. Professors David Eugene Smith, Eliakim Hastings Moore, Raleigh Schorling, William David Reeve, Frank Clapp, Herbert E. Slaught, Miss Marie Gugle, Mr. William Betz and Mr. Edwin W. Schreiber are the contributors.


1929 ◽  
Vol 22 (8) ◽  
pp. 487-488
Author(s):  
Dunham Jackson

A proposal bas been made to the College Entrance Examination Board that it should modify its requirements so as to bring about the more extensive introduction of courses including an appreciable amount of solid geometry in the first year of geometry, in place of a part of the plane geometry ordinarily taught. In response to a request from the Board, a committee has been appointed by the Mathematical Associntion of America and the National Council of Teachers of Mathematics to discuss the feasibility of the proposal.


1969 ◽  
Vol 16 (6) ◽  
pp. 503-505
Author(s):  
Julius H. Hlavaty

For the National Council of Teachers of Mathematics, this is a year that looks in two directions-back, with fond nostalgia, on our fifty years of activity in improving mathematics instruction, and forward to many more years of continued contribution in this area. We are also ending a first year of “austerity,” an austerity dictated by our desire to gird our loins for the tasks ahead.


2017 ◽  
Vol 76 (2) ◽  
pp. 269-281 ◽  
Author(s):  
Tyrell Haberkorn

As part of this year's anniversary of the October 6, 1976, massacre at Thammasat University, an outdoor exhibit of photographs of the violence and the three preceding years of student and other social movements was displayed upon the very soccer field in the center of campus where students were beaten, shot, lynched, and murdered forty years prior. Several of the photographs were printed on large sheets of acrylic and positioned such that the images of the buildings in the photographs were aligned with the actual buildings, which remain largely unchanged. The most striking of these was a photograph of hundreds of students stripped to the waist who were lying face down on the soccer field prior to being arrested and taken away. At the edge of the image was the top of the university's iconic dome building, which lined up with the existing building. The organizers explained that their intention was “to reflect a perspective on the past through the eyes of people in the present in order to show the cruelty of humans to one another.” The proximity generated by the image was underlined by the fact that the fortieth anniversary of the massacre and coup in 1976 that led to twelve years of dictatorship was taking place under yet another dictatorship, that of a military junta calling itself the National Council for Peace and Order (NCPO), which seized power on May 22, 2014, in the twelfth coup since the end of the absolute monarchy on June 24, 1932. Suchada Chakphisut, founding editor ofSarakadeemagazine and Thai Civil Rights and Investigative Journalism, who was a first-year Thammasat student during the massacre, began her autobiographical account of the day, written for the anniversary this year, by writing: “We meet every year when 6 October comes around, and with it an inexplicable sadness always takes hold of my psyche. It has grown even more devastating since the 22 May 2014 coup, in which we must face the news of the arrest and detention of activists and those who oppose dictatorship.” This was not a commemorationafterdictatorship such as those of the same era held in Argentina or Chile during recent years of democratization, but memories of dictatorship in situ.


2018 ◽  
Vol 46 (3) ◽  
pp. 186-198
Author(s):  
Becky Childs

This article describes the role that linguists can play in the retention of first year and first generation college students through both collaborative and cross-disciplinary work. By drawing on our academic training, linguists can design materials and implement programs both within and outside of our home academic departments that not only affirm students’ linguistic identities and home languages (National Council of Teachers of English 1974; Smitherman 1995), but also simultaneously engage them in overt discussion about the academic discourse community and ways to negotiate multiple linguistic terrains. An example of this type of engagement and material development is discussed in this article, which examines three learning modules that use an electronic badge system. The modules and badges allow students to explore linguistic diversity and discuss the different ways of “being” (including language) that they encounter in their new academic community. Coupled with these three badges for first year students, additional materials have been developed and implemented for student tutors at the university writing center. These materials better contextualize the linguistic diversity that student tutors encounter as they come into contact daily with linguistic diversity, primarily in the form of Southern U.S. English and African American English varieties.


1958 ◽  
Vol 27 (7) ◽  
pp. 97-104
Author(s):  
Roeslan Abdulgani
Keyword(s):  

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