scholarly journals The Training of Teachers of Mathematics for the Secondary Schools of Countries Represented in the International Commission on the Teaching of Mathematics

1921 ◽  
Vol 10 (153) ◽  
pp. 320
Author(s):  
R. C. Archibald
Keyword(s):  
Secondary Schools ◽  
International Commission ◽  
Teaching Of Mathematics

The Training of Candidates for Teaching in Secondary Schools, Especially in Prussia

1934 ◽  
Vol 27 (2) ◽  
pp. 69-75
Author(s):  
Georg Wolff ◽  
Arthur Beyer
Keyword(s):  
Secondary Schools ◽  
International Commission ◽  
Teaching Of Mathematics ◽  
Subsequent Improvement

At the last meeting of the International Commission on the Teaching of Mathematics in September 1932, Professor Loria of Genoa rightly laid stress upon the fact that in the countries referred to in his report a visible conformity in the theoretical training as well as in the subsequent improvement of teachers of mathematics could be observed. However, with regard to the practical preparation for class work we may speak of a parallelism of the development only with reservation.

The American Work of the International Commission on the Teaching of Mathematics

1909 ◽  
Vol 2 (2) ◽  
pp. 56-71
Author(s):  
David Eugene Smith
Keyword(s):  
Secondary Schools ◽  
International Commission ◽  
Entire Field ◽  
Teaching Of Mathematics

The Fourth International Congregs of Mathematicians. held at Rome in 1908, adopted a resolution empowering Professors Klein of Göttingen, Sir George Greenhill of London, and Fehr of Geneva to form an international commission for the investigation of the teaching of mathematics in the secondary schools of the different nations, and to report to the next congress, which is to be held in England in 1912. This committee on organization met and took counsel as to the method of selecting the members of the commission, and finally decided that each of the countries represented by at least two dckgates in at least two international congresses should have two or three delegates. They also decided that countries participating in the congresses but not having the required number o f representatives should be entitled to one delegate, and that other countries likely to contribute valuable in formation should be invited to name a delegate who should act without vote. The committee on organization further decided that inasmuch as the term “secondary schools” had various meanings in different countries, the investigation should consider the teaching of mathematics in a broader sense, covering the entire field from the first steps through the cou rses required for any line of advanced work. Briefly, this may be described as the field of mathematics from the kindergarten through the work in the calculus, but inasmuch as it also concerns the preparation of teachers for all this. field, it is necessarily extended to include the nature of the instruction in higher mathematics.

An Enquiry into the Teaching of Mathematics

1956 ◽  
Vol 40 (333) ◽  
pp. 199-200
Keyword(s):  
General System ◽  
Good Deal ◽  
Department Of Education ◽  
International Commission ◽  
National Committee ◽  
Ministry Of Education ◽  
Cambridge University ◽  
Teaching Of Mathematics ◽  
Set Up ◽  
Work Done

The International Commission on the Teaching of Mathematics, which is one of the Commissions set up by the International Mathematical Union, has been conducting an enquiry into the teaching of mathematics between the ages of 16 and 21. A full report has already been published on this aspect of teaching so far as Germany is concerned and a questionnaire was sent to all countries participating in the work of the commission. The British National Committee for Mathematics appointed Dr. E. A. Maxwell to represent Britain on the International Commission and a sub-committee consisting of Dr. Maxwell, Miss M. L. Cartwright, A. P. Rollett and G. L. Parsons to prepare the answers to the questionnaire. This sub-committee also received a good deal of help from the Department of Education of Cambridge University in connection with questions relating to the general system of education. The sub-committee confined their replies for the most part to work done in schools. With the replies were sent various relevant pamphlets published by the Ministry of Education, specimen timetables from various types of schools, a large number of examination papers and syllabuses and reports of the Mathematical Association. The questionnaire was framed for dealing with state systems of education similar to that in Germany and covered the whole educational system. We give only those parts of it relating to the technical aspects of the enquiry.

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