Objectives in Teaching of Mathematics in Secondary Schools

1923 ◽  
Vol 16 (2) ◽  
pp. 65-77
Author(s):  
Gertrude E. Allen
Keyword(s):  
High School ◽  
Secondary Schools ◽  
Educational Development ◽  
Teaching Of Mathematics ◽  
The University ◽  
New Buildings

We are living in a critical and intensely interesting period of educational development—a time of revaluation, reorganization, and reconstruction. It is our privilege to contribute to this work of reconstruction in the University High School and share in the pleasure and responsibility of planning new buildings and of shaping the aims and policies of the curriculum. In the clear light of our accepted objectives of education in a democracy, we have set at our work anew, and “each in his separate star” has taken a splash at the same ten-league cancas, to draw the thing as he sees it with whatever skill he may command—using the brushes of camel's hair or. if he is not so favorably endowed, the crude pencil or palette knife.

Improving the Teaching of High School Mathematics

1941 ◽  
Vol 34 (2) ◽  
pp. 72-75
Author(s):  
Elizabeth Sue Dice
Keyword(s):  
High School ◽  
Elementary Schools ◽  
Secondary Schools ◽  
School Mathematics ◽  
Time Study ◽  
Graduate Schools ◽  
High School Mathematics ◽  
Nursery Schools ◽  
Long Time ◽  
Teaching Of Mathematics

The Texas Section is to be commended for beginning a long-time study of improving the teaching of mathematics in Texas. The teachers of the secondary schools welcome the opportunity to work with the college group. The teachers of the elementary schools are just as interested. The problem of improving the teaching— and the studying—of all subjects is one which should challenge the interest of parents and of teachers from the nursery schools through the graduate schools.

Modern Curriculum Problems in the Teaching of Mathematics in Secondary Schools

1939 ◽  
Vol 32 (3) ◽  
pp. 118-128
Author(s):  
W. D. Reeve
Keyword(s):  
United States ◽  
High School ◽  
Secondary Schools ◽  
The United States ◽  
School Enrollment ◽  
The Other ◽  
The World ◽  
Teaching Of Mathematics

The United States has more children above fourteen years of age in school than all the other countries of the world. In many communities, we have sixty per cent and in a few cases as high as ninety per cent of the ten million pupils of eligible age in school. High school enrollment has grown five times as fast as the population in general. According to Douglass,

Notes: The Validity of the SAT at the University of Hawaii: A Riddle Wrapped in an Enigma

1993 ◽  
Vol 15 (1) ◽  
pp. 91-98
Author(s):  
Howard Wainer ◽  
Thomas Saka ◽  
John R. Donoghue
Keyword(s):  
High School ◽  
High School Students ◽  
Secondary Schools ◽  
Complete Solution ◽  
National Average ◽  
First Year ◽  
School Students ◽  
Sat Scores ◽  
The University

Hawaii is unique in a variety of ways. One of these is the unusual ethnic mixture that makes up its population; under traditional definitions 76% of its population is “minority” and 24% is “White.” The performance of those of its high school students who go on to the University of Hawaii-Manoa on the SAT-Verbal is higher than the national mean, and on the SAT-Mathematical it is much higher. However, the correlation of SAT scores with first year grades has decreased to almost zero since 1982 among Hawaiian students (although among mainland students at UH it is the same as the national average). In this article we provide the facts for a mystery regarding the low and decreasing validity of the SAT at the University of Hawaii among students from Hawaiian secondary schools. Moreover, while we are unable to provide a complete solution, we do eliminate one onerous suspect and provide an evocative hint.

Mathematics in Our Schools and Its Contribution to War

1943 ◽  
Vol 36 (7) ◽  
pp. 310-311
Author(s):  
Sophia H. Levy
Keyword(s):  
High School ◽  
Secondary Schools ◽  
High School Graduates ◽  
Secondary Mathematics ◽  
Large Drop ◽  
Elementary Algebra ◽  
Intermediate Algebra ◽  
University Enrollment ◽  
One Year ◽  
The University

Until a year ago, statements that our high school graduates could not do arithmetic were dismissed as of no consequence, in fact, were almost not believed. But Admiral Nimitz's letter concerning the failures in arithmetic tests given recruits entering the Navy, coming as it did at the very beginning of the War, got people more “arithmetic minded” in a few weeks than had all the efforts of teachers of mathematics in our secondary schools and colleges in nearly twenty years. Suddenly arithmetic has been revived. Suddenly there has been a large increase in the number taking courses in mathematics in the secondary schools. Suddenly there has been a large increase in the number taking courses in secondary mathematics at the University. During the semester now closing we have had 3600 students in our department as against 3000 one year ago. This is an increase of 20%, though our University enrollment dropped from 15,000 to 11,000, and enrollment in advanced courses in mathematics suffered a large drop during the same interval. We have had 1100 people taking courses in secondary mathematics. We have had 500 taking intermediate algebra with background of but one year of elementary algebra.

Mathematics and Social Science

1933 ◽  
Vol 26 (1) ◽  
pp. 33-39
Author(s):  
Ella M. Prendergast
Keyword(s):  
High School ◽  
Social Science ◽  
Junior High School ◽  
Southern California ◽  
Junior High ◽  
Experimental Investigations ◽  
University Of Southern California ◽  
Graduate Course ◽  
Teaching Of Mathematics ◽  
The University

Having felt for some years the increasing lack of co-ordination among the departmentalized units of the junior high school, the writer unexpectedly received an impetus toward active work on this problem as related to mathematics, during the progress of a graduate course in the “Teaching of Mathematics,” taken at the University of Southern California under Dr. Myrtie Collier. Through her encouragement and under her helpful supervision, some experimental investigations were started which it is hoped may have their small share in turning professional thought toward correlation of subjects in a definite and constructive manner.

Mathematics for the Junior High School

1916 ◽  
Vol 9 (2) ◽  
pp. 73-76
Author(s):  
George W. Evans
Keyword(s):  
High School ◽  
Secondary Schools ◽  
New England ◽  
Junior High School ◽  
Junior High ◽  
Teaching Of Mathematics

We have had a committee of the Association of Teachers of Mathematics in New England appointed to deal with the criticisms brought against the teaching of mathematics in secondary schools. This attack has been vigorous, and in many cases thoughtful.

Identifying Barriers to Integration of Technology into Traditional Approach of Teaching: A Case Study of Mathematics Teachers in Former Transkei in the Eastern Cape

10.31355/12 ◽  
2017 ◽  
Vol 1 ◽  
pp. 063-071
Author(s):  
Agyei Fosu
Keyword(s):  
High School ◽  
Mathematics Teachers ◽  
Traditional Approach ◽  
High School Education ◽  
Eastern Cape ◽  
High School Mathematics ◽  
Policy Makers ◽  
The Past ◽  
Integration Of Technology ◽  
Teaching Of Mathematics

NOTE: THIS ARTICLE WAS PUBLISHED WITH THE INFORMING SCIENCE INSTITUTE. Aim/Purpose................................................................................................................................................................................................. The main aim of the study is to identify some of the barriers to the integration of technology into the teaching of mathematics in high schools. Background................................................................................................................................................................................................. Writing on chalkboards as a method of transferring knowledge is a key feature of traditional approach to teaching may have been successful in the past, but the minds of the current generation vary from those of the previous generation. Today’s students are immersed in technology. They are much more up-to-date on the latest technology and gadgets. Technology has certainly changed how students access and integrate information, so it plausible that technology has also changed the way students thinks. Growing up with cutting-edge technologies has left them thinking differently than students of past generations. This call for new innovative approaches to teaching that will cater to the students of today. Of course it is not wise to discard the traditional way of teaching that the past teachers have painstakingly created because of its past and some current success. This is why it is recommended to use this approach as a base for the new ones. Thus, if there is a way to transfer the advantages of this approach of teaching to new innovative approach then teachers should do everything in their power to merge the past and the present into one innovative teaching approach. Methodology................................................................................................................................................................................................. Purposeful sampling was used to survey a total of 116 high school mathematics teachers in the former Transkei Homelands. But only 97 questionnaires were deemed usable because of the way they have answered the questions. Microsoft excel was used in the descriptive statistics Contribution................................................................................................................................................................................................. To identify some barriers that need to be addressed by stakeholders, policy makers in high school education so that high school mathematics teachers will be able to integrate technology into their classroom teaching to meet today students’ learning needs. Findings...................................................................................................................................................................................................... The results indicated that the participating teachers need to be trained and supported in the use of the new technologies applicable to teaching mathematics. Recommendations for Practitioners.......................................................................................................................................................... The Eastern Cape department of education needs to consider the lacked of technology training as a barrier to the integration of technology into the teaching of mathematics and take necessary steps to address it. Recommendation for Researchers........................................................................................................................................................... There is the need to explore in depth whether the factors of gender and age also act as barriers. Impact on Society....................................................................................................................................................................................... The research will assist stakeholders, policy makers of high school education to identify the needs of mathematics teachers. That is to say, the skill sets, experience and expertise, as well as teaching equipment and classroom design and environment required by mathematics teachers. Future Research........................................................................................................................................................................................... More work needs to be done to check whether gender, age of the teachers have some effects on their attitude towards technology integration as well as evaluate the role played by choice of teaching methodology and teaching objectives.

THE ANXIETY DISORDER IN HIGH SCHOOL STUDENT

2017 ◽  
Vol 4 (23) ◽  
Author(s):  
Jagdish Rathod
Keyword(s):  
High School ◽  
High School Students ◽  
Anxiety Disorder ◽  
High School Student ◽  
Growth And Development ◽  
Social Problems ◽  
Educational Development ◽  
Many Body ◽  
School Students ◽  
Very High

Stress situations such as study tight deadlines or important social obligations. Of fen makes nervous or fearful. In high school students they facing educational and social problems. This period is already growth and development period at this time so many body changes occurs in the students body. Individuals with anxiety disorder experience excessive anxiety. Fear as worry, causing them either to anode situations. The result of survey on the basis of anxiety disorder in high school students. Is very high in ahmednagar tarakpur in some area. They need special treatments for educational development.

The Early Years of Republic

2018 ◽  
Author(s):  
R.V. Vaidyanatha Ayyar
Keyword(s):  
Educational Development ◽  
Early Years ◽  
Modern Education ◽  
British Raj ◽  
University Development ◽  
Regulatory Policies ◽  
Education In India ◽  
History Of ◽  
Post War ◽  
The University

The chapter is a prologue to the main narrative of the book. It offers an evaluation of Macaulay’s minute which paved the way for introduction of modern education in India, the idea of National System Of Education which dominated Indian thinking on education for over sixty years from the Partition of Bengal (1905) to the Kothari Commission (1964), and the division of responsibility between the Central and Provincial Governments for educational development during British Raj. It offers a succinct account of the key recommendations of the landmark Sarjent Committee on Post-War Educational Development, the Radhakrishnan Commission on University Development, and the Mudaliar Commission on Secondary Education, of the drafting history of the provisions relating to education in the Constitution, the spectacular expansion of access after Independence, the evolution of regulatory policies and institutions like the University Grants Commission (UGC), and of the delicate compromise over language policy.

scholarly journals An Interesting and Productive Research and Clinical Career

2020 ◽  
Vol 39 (3) ◽  
pp. 182-188
Author(s):  
Samuel M. Cohen
Keyword(s):  
High School ◽  
Clinical Medicine ◽  
Medical Center ◽  
Basic Research ◽  
Nebraska Medical ◽  
Good Fortune ◽  
University Of Wisconsin ◽  
Productive Research ◽  
The University

To begin, I wish to thank the Academy of Toxicological Sciences for bestowing this honor on me. I have had a rewarding career in basic research and clinical medicine, beginning with research in high school and always planning on becoming a physician. I have had the good fortune of having outstanding mentors, wonderful parents, and a supportive and intuitive wife and family. This article provides a brief overview of some of the events of my career and individuals who have played a major role, beginning with the M.D./Ph.D. program at the University of Wisconsin, pathology residency and faculty at St. Vincent Hospital, Worcester, Massachusetts, a year as visiting professor at Nagoya City University, and my career at the University of Nebraska Medical Center since 1981. This could not have happened without the strong input and support from these individuals, the numerous students, residents and fellows with whom I have learned so much, and the more than 500 terrific collaborators.

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