Defining Basic Concepts of Mathematics

1960 ◽  
Vol 7 (3) ◽  
pp. 122-127
Author(s):  
Richard A. Dean
Keyword(s):  
Mathematical Community ◽  
School Mathematics ◽  
Substantial Contribution ◽  
Entrance Examination ◽  
Yale University ◽  
College Entrance Examination ◽  
College Entrance ◽  
Examination Board ◽  
The University ◽  
Mathematical Curriculum

In the Mathematical Community there is a real interest in the mathematics that our children arc being taught and all of us have a sincere desire to help in planning a sound mathematical curriculum. Many of you, I am sure, are aware of the several groups which unite the talents of professional mathematicians and expert teachers in an effort to make a substantial contribution to elementary and secondary school mathematics. I refer particularly to the School Mathematics Study Group under the direction of Professor E. G. Beglc of Yale University, to the Commission on Mathematics of the College Entrance Examination Board, and to the University of Illinois chool of Mathematics under the direction of Professor Max Beberman. I have been privileged to work with the School Mathematics Swdy Group and I am extremely enthusiastic and optimistic about the series of textbooks which are being tried out this year in 40 different centers. These textbooks range from the 7th to the 12th grades.

Experimental Programs: Motivation and general mathematics students

1964 ◽  
Vol 57 (1) ◽  
pp. 20-25
Author(s):  
Boyd Holtan
Keyword(s):  
Secondary School ◽  
School Mathematics ◽  
Entrance Examination ◽  
Study Group ◽  
Mathematics Students ◽  
College Entrance Examination ◽  
College Entrance ◽  
University Of Illinois ◽  
Examination Board ◽  
The University

Programs in mathematics in the secondary school have been undergoing an evolution, even called by some a revolution [7].† A number of experimental programs and commission recommendations appropriate for the college-capable group have been developed, such as materials from the School Mathematics Study Group, the University of Illinois Committee on School Mathematics, and the College Entrance Examination Board Recommendations. Much less consideration appears to have been given to the group of students in the secondary school who do not fall into the college-capable group.

Report of the Commission on Examinations in Mathematics to the College Entrance Examination Board

1935 ◽  
Vol 28 (3) ◽  
pp. 137
Author(s):  
W. D. Reeve
Keyword(s):  
Secondary School ◽  
Mathematics Teacher ◽  
School Mathematics ◽  
Entrance Examination ◽  
College Entrance Examination ◽  
College Entrance ◽  
Secondary School Mathematics ◽  
Examination Board

The “Report of the Commission on Examinations in Mathematics” to the College Entrance Examination Board appearing on pages 154–166 of this issue of The Mathematics Teacher will be of particular interest to all teachers of secondary school mathematics.

The College

2001 ◽  
Author(s):  
Morton Keller ◽  
Phyllis Keller
Keyword(s):  
Entrance Examination ◽  
College Entrance Examination ◽  
Student Body ◽  
College Entrance ◽  
Garden Of Eden ◽  
Admissions Policy ◽  
Executive Secretary ◽  
Examination Board ◽  
The University ◽  
Leadership Class

At the heart of Harvard lay the College. Half of the University’s students were there, as was most of the history that fueled the Harvard mystique. Undergraduate tuition and the contributions of well-heeled College alumni provided much of the income on which the University depended. But the elitist, inbred College culture posed a substantial obstacle to Conant’s goal of a more meritocratic Harvard. Admission was the first step in the student life cycle, and admissions policy went far to set the tone of the College. Eliot did not pay much attention to the matter. But his successor Lowell wanted students who would be a social elite. Catholic students were quite acceptable to him: in comportment and values they passed his entry test for the leadership class. So, too—more doubtfully—did wealthy, assimilated German Jews, though assuredly not their Russian-Jewish brethren. Anne MacDonald, executive secretary of the admissions office since the beginning of the century, was one of those women then (and now) essential to the smooth functioning of Harvard. In a 1934 memorandum to Conant, she explained the workings of her bailiwick. She and her opposite numbers at Yale (a Miss Elliot), Princeton (a Miss Williams), and the College Entrance Examination Board (a Miss McLaughlin) met yearly “to compare notes on all matters concerning admission, and the different ways in which they are treated at the three universities.” Some of her work required special handling: “The interviews with rejected Hebrews or their relatives are particularly precarious, and one needs to be constantly on the alert. . . . For the past ten years, or since the restriction [Harvard’s unofficial Jewish quota] we have been particularly fortunate in settling these cases.” But there were snakes in this admissions Garden of Eden. A substantial portion of each entering class failed to meet the academic standards of the College: 30 to 40 percent of freshmen had unsatisfactory records in the early 1930s. And the student body was too parochial: in 1931 Harvard had the highest portion (40 percent) of students from its home state among the nation’s major colleges.

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