No Home Work for Mathematics Pupils

1921 ◽  
Vol 14 (6) ◽  
pp. 334-336
Author(s):  
Horace C. Wright
Keyword(s):  
High School ◽  
School Mathematics ◽  
First Year ◽  
High School Mathematics ◽  
Home Work ◽  
The University ◽  
Mathematics Department

In August, 1919, at a departmental meeting of the University High School mathematics department, I asked for permission to conduct a section of first year pupils without assigning them homework. Permission was granted and the idea was carried out in all the freshmen mathematics classes.

So-called Shortcuts Often Cause Confusion

1947 ◽  
Vol 40 (2) ◽  
pp. 62-64
Author(s):  
Edith L. Mossman
Keyword(s):  
High School ◽  
Senior High School ◽  
School Mathematics ◽  
Eighth Grade ◽  
First Year ◽  
High School Mathematics ◽  
College Mathematics ◽  
Algebra Theory ◽  
And Algebra

In arithmetic through the eighth grade and in first year algebra, is not the thorough understanding of fundamental principles of first importance? That this need of first importance has not been generally taken care of, is evidenced in many ways: (1) Such reports as that given by Admiral Nimitz, pointing out the weakness of our boys in junior and senior high school mathematics. (2) J. Kadushin's statements about the inability of men in the factories to handle simplest work in fractions, and their fear of taking any course in mathematics. (3) Constant complaint from teachers of physics, chemistry and algebra theory as to ignorance of the formula: what it is, what can and cannot be done to it. (4) The experience of much tutoring going on in universities, showing that great numbers have trouble with college mathematics because they did never really understand their work in arithmetic and algebra.

scholarly journals A Terminal, Course in Mathematics

1958 ◽  
Vol 1 (2) ◽  
pp. 129-133
Author(s):  
Leo Moser
Keyword(s):  
High School ◽  
School Mathematics ◽  
High School Mathematics ◽  
University Of Alberta ◽  
The Past ◽  
Nature Of Mathematics ◽  
Second Year ◽  
The University

For the past four years we have given, at the University of Alberta, a course entitled "The Nature of Mathematics". This course is open to first and second year students in arts and science and in education, and is designed primarily for those who will be taking only a single course in mathematics at the university. The only prerequisite for the course is high school mathematics and the course is not prerequisite for any other course.

The Seventh U.S.A. Mathematical Olympiad

1978 ◽  
Vol 71 (7) ◽  
pp. 589-590
Author(s):  
Samuel L. Greitzer
Keyword(s):  
High School ◽  
School Mathematics ◽  
High School Mathematics ◽  
University Of Alberta ◽  
Rutgers University ◽  
Honor Roll ◽  
Mathematics Examination ◽  
The University

The Seventh U.S.A. Mathematical Olympiad was held on 2 May 1978. From the Honor Roll of the Annual High School Mathematics Examination, 108 students, who had scored 118 points or better, were invited to take part, and 106 did participate. The papers were graded, first by Professors Michael Aissen and John Bender, of Rutgers University, and then by Professor Murray Klamkin, of the University of Alberta, and me. The Olympiad problems appear at the end of this article.

Minimum Mathematical Needs of Prospective Students in a College of Engineering

1952 ◽  
Vol 45 (2) ◽  
pp. 89-93
Author(s):  
Kenneth B. Henderson ◽  
Kern Dickman
Keyword(s):  
High School ◽  
Mathematics Teachers ◽  
School Mathematics ◽  
High School Mathematics ◽  
Prospective Students ◽  
University Of Illinois ◽  
Course Content ◽  
College Of Engineering ◽  
The University ◽  
High School Mathematics Teachers

There are several reasons why some students enter a college of engineering lacking adequate preparation in mathematics. One is that the mathematical needs of such students have not been clearly defined. It seems to be an auspicious hypothesis to assume that, if these needs are identified in some specificity and high school mathematics teachers apprized of them, students can be better prepared for collegiate work. Acting on this hypothesis, a study was conducted to discover the minimum mathematical needs of students who expect to enter the College of Engineering of the University of Illinois. Since the curricula and course content of most colleges of engineering tend to be similar, it is assumed that, in the absence of other data, these needs will serve very well to indicate “what it takes” in most colleges of engineering.

Mathematics and the Reading Process: a Practical Application of Theory

1980 ◽  
Vol 73 (4) ◽  
pp. 253-257
Author(s):  
Margaret Henrichs ◽  
Tom Sisson
Keyword(s):  
High School ◽  
Junior High School ◽  
Junior High ◽  
Reading Program ◽  
School Mathematics ◽  
Reading Process ◽  
High School Mathematics ◽  
Practical Application ◽  
Mathematics Department

A report on how one junior high school mathematics department was involved in a reading program.

Some Considerations Appertaining to the Content of High School Mathematics

1934 ◽  
Vol 27 (1) ◽  
pp. 41-52
Author(s):  
Gordon R. Mirick
Keyword(s):  
High School ◽  
Point Of View ◽  
School Mathematics ◽  
First Year ◽  
Analytic Geometry ◽  
High School Mathematics ◽  
First Year Students ◽  
Mathematics Courses ◽  
Solid Geometry ◽  
The Subject

Recent years have witnessed a change in the content of courses in mathematics for the seventh, eighth and ninth grades. There has been a change not only in content but in the point of view in the teaching of the subject. A study of the mathematics courses offered to first-year students in our various colleges reveals two important changes. First, the elements of analytic geometry and of the calculus are introduced earlier, and second, there is much less emphasis on Euclidean solid geometry. Pupils who do not take this subject in high school often miss it in college, for the number of colleges offering a course in Euclidean solid geometry is fast diminishing.

Rethinking the First Two Years of High School Mathematics with the UCSMP

1995 ◽  
Vol 88 (8) ◽  
pp. 640-647
Author(s):  
Daniel B. Hirschhorn ◽  
Denisse R. Thompson ◽  
Zalman Usiskin ◽  
Sharon L. Senk
Keyword(s):  
High School ◽  
Problem Solving ◽  
Chicago School ◽  
School Mathematics ◽  
Discrete Mathematics ◽  
High School Mathematics ◽  
College Board ◽  
K 12 ◽  
The University ◽  
New Math

The University of Chicago School Mathematics Project (UCSMP) was begun in 1983 as an attempt to implement the recommendations of many reports to improve school mathematics. The national reports available at the time (e.g., NACOME [1975); NCTM [1980]; CBMS [19821; College Board [19831; NCEE [1983)) called for a curriculum of broader scope that would include statistics, probability, and discrete mathematics and that would give strong attention to applications, use the latest in technology, and emphasize problem solving. To accomplish the curricular revolution recommended by these reports, it was essential that new, appropriate materials be written. History had shown that neither materials written for the best students, such as those from the new-math era, nor materials written for the slower students, such as those popular in the backto-basics movement, were appropriate for the vast majority of students without major revisions (Usiskin 1985). Thus UCSMP started with the goal of developing mathematics for all grades K–12 that would be appropriate for the majority of students in the middle.

A Multi-Institutional Study of High School Mathematics Curricula and College Mathematics Achievement and Course Taking

2013 ◽  
Vol 44 (5) ◽  
pp. 742-774 ◽  
Author(s):  
Michael R. Harwell ◽  
Thomas R. Post ◽  
Amanuel Medhanie ◽  
Danielle N. Dupuis ◽  
Brandon LeBeau
Keyword(s):  
High School ◽  
Mathematics Achievement ◽  
College Algebra ◽  
Chicago School ◽  
School Mathematics ◽  
High School Mathematics ◽  
College Mathematics ◽  
Mathematics Curricula ◽  
The University ◽  
The Relationship

This study examined the relationship between high school mathematics curricula and student achievement and course-taking patterns over 4 years of college. Three types of curricula were studied: National Science Foundation (NSF)-funded curricula, the University of Chicago School Mathematics Project curriculum, and commercially developed curricula. The major result was that high school mathematics curricula were unrelated to college mathematics achievement or students' course-taking patterns for students who began college with precalculus (college algebra) or a more difficult course. However, students of the NSF-funded curricula were statistically more likely to begin their college mathematics at the developmental level.

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