What Mathematics Do High School Teachers Need to Know?

2010 ◽  
Vol 103 (6) ◽  
pp. 418-423
Author(s):  
Michael J. Gilbert ◽  
Jacqueline Coomes
Keyword(s):  
High School ◽  
High School Teachers ◽  
School Mathematics ◽  
High School Mathematics ◽  
School Teachers ◽  
Mathematics Knowledge

The MC3 project defines, describes, and characterizes the mathematics knowledge needed for teaching high school mathematics.

What Else Can You Do with an Open Box?

2007 ◽  
Vol 100 (7) ◽  
pp. 470-474
Author(s):  
Catherine Miller ◽  
Douglas Shaw
Keyword(s):  
Professional Development ◽  
High School ◽  
High School Teachers ◽  
School Mathematics ◽  
Problem Analysis ◽  
High School Mathematics ◽  
School Teachers

Starting with the classic Open Box problem, we present extensions of this problem that can be used in high school mathematics classes. We also challenge high school teachers to use this process of problem analysis in their own practice as a way to enrich the content of their lessons and as a means of individualized professional development.

What Modern School Administration Expects of High School Teachers of Mathematics

1932 ◽  
Vol 25 (2) ◽  
pp. 66-70
Author(s):  
Jackson L. Lambert
Keyword(s):  
High School ◽  
High School Teachers ◽  
Elementary Mathematics ◽  
School Administration ◽  
School Mathematics ◽  
School Staff ◽  
High School Mathematics ◽  
School Teachers ◽  
Modern School

Accepting the modern dictum that all school teachers, high or elementary, are teachers of children rather than teachers of subjects, there is the added responsibility of teaching children something. Hence, there exists some 25 per cent of the total high school staff whose efforts are devoted to assisting pupils to a degree of mastery of elementary mathematics. To be able to perform this function the teacher of high school mathematics must make an appropriate preparation.

Experimental Programs: Coordinate Geometry with an Affine Approach

1964 ◽  
Vol 57 (6) ◽  
pp. 404-405
Author(s):  
Harry Sitomer
Keyword(s):  
High School ◽  
High School Teachers ◽  
School Mathematics ◽  
Study Group ◽  
School Teachers ◽  
High School Geometry ◽  
School Geometry ◽  
Coordinate Geometry

In the spring of 1961, the School Mathematics Study Group convened a group of college mathematicians and high school teachers of mathematics to consider plans for writing an alternate high school geometry course, in which coordinates would be introduced and used as early as feasible.

The Value of the History of Greek Mathematics to Secondary School Teachers

1925 ◽  
Vol 18 (5) ◽  
pp. 296-297
Author(s):  
Walter Crosby Eells
Keyword(s):  
High School ◽  
Secondary School ◽  
Secondary School Teachers ◽  
History Of Mathematics ◽  
School Mathematics ◽  
High School Mathematics ◽  
School Teachers ◽  
History Of ◽  
Greek Mathematics

The course in history of mathematics is given this year at Whitman College two hours a week for sixteen weeks to a class of five juniors and seniors, all of whom are planning on teaching high school mathematics.

Connecting Research to Teaching: Do Teachers Need to Incorporate the History of Mathematics in Their Teaching?

2003 ◽  
Vol 96 (6) ◽  
pp. 416-421 ◽  
Author(s):  
Po-Hung Liu
Keyword(s):  
High School ◽  
Mathematics Education ◽  
Empirical Evidence ◽  
High School Teachers ◽  
Mathematics Curriculum ◽  
History Of Mathematics ◽  
School Mathematics ◽  
School Teachers ◽  
History Of ◽  
Definition Of

The merits of incorporating history into mathematics education have received considerable attention and have been discussed for decades. Still, before taking as dogma that history must be incorporated in mathematics, an obvious question is, Why should the history of mathematics have a place in school mathematics? Answering this question is difficult, since the answer is subject to one's personal definition of teaching and is also bound up with one's view of mathematics. Fauvel's (1991) list of fifteen reasons for including the history of mathematics in the mathematics curriculum includes cognitive, affective, and sociocultural aspects. My purpose in this article is not to provide complete and satisfactory answers but rather, on the basis of theoretical arguments and empirical evidence, to attempt to pinpoint worthwhile considerations to help high school teachers think about what history really can do for the curriculum and for their teaching.

A Pôlya Sampler

1995 ◽  
Vol 88 (3) ◽  
pp. 196-199
Author(s):  
Rose Sinicrope
Keyword(s):  
High School ◽  
High School Teachers ◽  
Mathematics Teachers ◽  
National Science Foundation ◽  
Mathematics Students ◽  
High School Mathematics ◽  
School Teachers ◽  
Mathematical Association ◽  
National Science ◽  
Teachers And Students

On 1 June 1990, the Mathematical Association of America dedicated the Pôlya Building. In her account of the dedication ceremony, Maureen A. Callanan wrote, “[T]he participants demonstrated that Polya’s influence and reputation have extended not only to high school mathematics teachers and established NSF [National Science Foundation] scientists, but also to the mathematics students of the 1990s” (1990, 2). Who was George Polya that he has been honored by mathematicians and has influenced scientists, high school teachers, and students of mathematics?

A Proposal for the High School Mathematics Curriculum—What Does It Mean?

1966 ◽  
Vol 59 (4) ◽  
pp. 331-334
Author(s):  
James H. Zant
Keyword(s):  
High School ◽  
High School Teachers ◽  
Mathematics Curriculum ◽  
First Year ◽  
High School Mathematics ◽  
School Teachers ◽  
Know How ◽  
The Past ◽  
The Mind ◽  
Modern Mathematics

The significant thing about Dr. Kline's paper is the question it raises in the mind of the reader. Is Dr. Kline finally coining around to the point of proposing a new mathematics curriculum for the high school and doing something about it? He will certainly not make the mistake, made by many of us in the past ten years, of calling it “modern mathematics.” The idea for the first-year algebra is here; and, though he says, “The content … is the traditional one,” this is not entirely true; certainly its organization is not traditional. If he would now find what mathematics is being taught in grades 1-8 and obtain the help of some good high school teachers who know how students of this age level learn, he could write a book, and then all of us could find out what he is talking about.

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