Scales for the Study of Children’s Characteristics

1919 ◽  
Vol 12 (1) ◽  
pp. 10-16
Author(s):  
Eugene Randolph Smith
Keyword(s):  
Standardized Tests ◽  
Mathematics Teacher ◽  
Teaching Of Mathematics

Recent issues of The Mathematics Teacher have given considerable attention to standardized tests and their influence on the teaching of mathematics. The authors, Dr. Minnick and Dr. Rogers, while they are convinced of the value of such tests, recognize their limitations, up to this time, in that they test the more routine kinds of work. They, with other investigators, have been trying to develop tests that will gage the fundamental qualities that underlie successful accomplishment in the subjects in question.

A Brief Study in Non-Mathematical Logic

1923 ◽  
Vol 16 (4) ◽  
pp. 242-246
Author(s):  
N. J. Lennes
Keyword(s):  
Mathematical Logic ◽  
Mathematics Teacher ◽  
School Program ◽  
Teaching Of Mathematics ◽  
The Mind

While engaged in taking general stock of the existing literature on the teaching of mathematics the writer came again upon a paper by Ernest C. Moore entitled “Does the study of Mathematics train the mind specially or universally?” which was printed in The Mathematics Teacher Vol. 10 pages 1-18. A cursory reading of Moore's paper revealed certain interesting qualities which led to closer scrutiny. The purpose of the paper, as revealed by its content rather than by the title, is to show that the only reason for studying any subject is the use which the student may reasonably be expected to make in his own life of the matter actually learned. “Every form of skill that we attempt to teach him gets its place in the school program solely because he cannot live a civilized life without practicing it” (op. cit. p. 3). (The italics are mine).

Improving the learning of mathematics

1954 ◽  
Vol 47 (6) ◽  
pp. 393-400
Author(s):  
Kenneth P. Kidd
Keyword(s):  
Mathematics Teacher ◽  
Mathematics Instruction ◽  
Spatial Relationships ◽  
Problem Situations ◽  
Teaching Of Mathematics ◽  
Effective Use ◽  
Clear Conception

Probably every mathematics teacher has asked himself the question, “How can I bring about improvements in the teaching of mathematics?” An answer to this question presupposes a clear conception of the desirable outcomes of mathematics instruction. Let us assume that the test of competence in mathematics is the effective use of the skills and concepts of mathematics in problem situations which involve quantitative and spatial relationships.

A Cooperative Plan to Share Objective-Type Test Items

1951 ◽  
Vol 44 (5) ◽  
pp. 302-306
Author(s):  
Henry W. Syer
Keyword(s):  
Standardized Tests ◽  
Secondary Mathematics ◽  
Test Items ◽  
Type Test ◽  
The Subject ◽  
Teaching Of Mathematics ◽  
Time And Energy ◽  
Day By Day ◽  
Objective Type ◽  
The Ideal

Teachers have long been advised to build and use objective-type test items in their classroom tests in addition to the use of standardized tests which have been constructed and sold by outside authorities. Our own classroom tests reflect the particular topics which we, as teachers, and our students have found interesting and important for our particular class during a particular year. Purchased tests can never fully replace the class tests made and used by the teacher who has carried the class along through the day-by-day development of the subject. However, all who have tried know the time and energy which is required to formulate worthwhile test items in mathematics. Sometimes items which seemed good do not work out in practice at all. If we all had time the ideal procedure would be to use, analyze, revise, use, analyze and discard items in a growing file which would thus be constantly refined and improved. Few teachers have time to follow through such a procedure individually. The purpose of this report is to indicate a procedure which might facilitate the exchange of items concocted by individual teachers of secondary mathematics through the country so that these items could be used by others. The suggested plan is to establish a regular department in The Mathematics Teacher which will collect, classify and publish items supplied by teachers who have written and used them. There is no thought of standardizing the topics or procedure in the teaching of mathematics; the items will be displayed for use, but no teacher is urged to use them if they do not meet the objectives of a particular class. As time goes by this pool of items may contain many which test the same concepts, skills or other objectives. This is all to the good for the bigger the selection, the more interesting the shopping tour.

A critical assessment of published tests for elementary school mathematics

1974 ◽  
Vol 21 (1) ◽  
pp. 14-18
Author(s):  
L. Ray Carry
Keyword(s):  
Student Achievement ◽  
Elementary School ◽  
Standardized Tests ◽  
Mathematics Teacher ◽  
Critical Assessment ◽  
School Mathematics ◽  
Elementary School Mathematics ◽  
Instructional Objectives ◽  
Average Student ◽  
Criterion Referenced

This paper is intended as an aid to the elementary school mathematics teacher who uses published tests for evaluating student achievement in e lementary school mathematics. (“Published tests” jn this paper refers to standardized tests and to published criterion-referenced tests.) Often teachers must administer to their students tests that do not directly assess the teacher's objectives. The almost certain outcome of such a procedure is that average student achievement is revealed to be unexpectedly low. Such an outcome may result in pressure to modify the instructional objectives so that instruction becomes consistent with the behaviors assessed by the achievement tests. Over a period of years this process could lead to a situation where mathematics course objectives are in effect determined by test content. Stated tritely perhaps, but accurately, we could end up “with the cart before the horse.”

One Point Of View: The Shadows of Mathematics

1993 ◽  
Vol 40 (8) ◽  
pp. 428-429
Author(s):  
Alfinio Flores
Keyword(s):  
United States ◽  
Mathematics Teacher ◽  
Mathematics Teaching ◽  
The United States ◽  
Point Of View ◽  
Discovery Learning ◽  
Learning And Teaching ◽  
Learning Mathematics ◽  
Teaching Of Mathematics ◽  
Shed Light

My first glimpse of mathematics teaching in the United States was through conf ercnces and work hops in Mexico conducted by Donovan Johnson. How lively and enjoyable the learning and teaching of mathematics. could be! My vision was expanded when I became a member of the ational Council of Teachers of Mathematic and eagerly read the Mathematics Teacher, the Arirhmeric Teacher. the yearbooks, and other NCTM publications. What a wealth of ideas, what richness of approaches-discovery learning. mathematics laboratorie. games. activities with manipulative, applications. The myriad ways to con truct meaning!. shed light on the learning and teaching of mathematics. I expected that in the United States thi wealth of information would be reflected in the teaching of mathematics.

Objectives in Teaching Intermediate Algebra

1927 ◽  
Vol 20 (3) ◽  
pp. 150-160
Author(s):  
W. D. Reeve
Keyword(s):  
Mathematics Teacher ◽  
Algebra I ◽  
Classroom Teachers ◽  
Elementary Algebra ◽  
Intermediate Algebra ◽  
Teaching Of Mathematics

In The Mathematics Teacher for November, 1925, I contributed an article on “Objectives in the Teaching of Mathematics.” A large part of the discussion was devoted to the objectives to be attained in teaching elementary algebra. I have had so many requests for reprints of the above article and so many comments as to its helpfulness to classroom teachers that I venture at this time to give a list of objectives in intermediate algebra.

The National Council of Teachers of Mathematics, Fourteenth Annual Meeting

1933 ◽  
Vol 26 (1) ◽  
pp. 54-56
Keyword(s):  
Secondary Schools ◽  
Board Of Directors ◽  
Annual Meeting ◽  
Mathematics Teachers ◽  
Mathematics Teacher ◽  
National Council ◽  
National Organization ◽  
Teaching Of Mathematics ◽  
Stimulation Of

The National Council of Teachers of Mathematics is a national organization of mathematics teachers in elementary and secondary schools. Its purpose is the promotion and stimulation of better teaching of mathematics. The National Council operates chiefly through three divisions of its organization; namely, The Mathematics Teacher, The Year Book, and the annual meeting of its members and board of directors.

Ninety suggestions on the teaching of mathematics in the junior high school

1961 ◽  
Vol 54 (3) ◽  
pp. 145-148
Author(s):  
Edwin J. Swineford
Keyword(s):  
High School ◽  
Junior High School ◽  
Mathematics Teacher ◽  
Junior High ◽  
School Mathematics ◽  
High School Mathematics ◽  
Check List ◽  
Self Evaluation ◽  
Teaching Of Mathematics

A check list of suggested activities that a junior high school mathematics teacher may use in self-evaluation.

Mathematical Tests:— Their Relation to the Mathematics Teacher

1919 ◽  
Vol 11 (4) ◽  
pp. 199-205
Author(s):  
J. H. Minnick
Keyword(s):  
Standardized Tests ◽  
Mathematics Teacher ◽  
School Systems ◽  
Class Room ◽  
School Surveys

To-day we are hearing a great deal about standardized tests and scales. School surveys make extensive use of them in determining the efficiency of school systems, and bureaus of educational measurements are being established throughout the country for the purpose of applying them systematically to our schools. Such a movement can not fail to make its influence felt in the class room. The purpose of this paper is to discuss mathematical tests in their relation to the class-room teacher. The development of tests and their use for administrative and experimental purposes concern us only in so far as they affect the teacher of mathematics.

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