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).

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.

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.

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.

scholarly journals Andrzej Grzegorczyk as a Philosopher of Education

2016 ◽  
Vol 18 (1) ◽  
pp. 242-256
Author(s):  
Oleg Hirnyy
Keyword(s):  
Mathematical Logic ◽  
Philosophy Of Education ◽  
Human Condition ◽  
Scientific Program ◽  
School Program ◽  
Philosophical School ◽  
The World ◽  
World Class ◽  
Polish Scientist

The paper presents scientific portrait of the famous Polish scientist, the last representative of the famous Lviv-Warsaw logical-philosophical school, a great friend of Ukraine, Professor Andrzej Grzegorczyk, who died two years ago. In addition to his main passion – mathematical logic, in which he has the world-class results. Andrzej Grzegorczyk studied ethics and philosophy, in particular in such its sphere, which he called “rationalism, opened to values”. It is briefly described his studies in that area, which is often called the “philosophy of education”, although in many cases it should say rather the “philosophy in education”. This research sphere is undeservingly considered as a peripheral one in his work. In fact, it is of prime importance for the development of the theoretical bases of pedagogy. In particular, his scientific program of anthropological description (so-called “human condition”) and based on this description the program developed by him (so-called “Universal School Program”) deserve the special attention.

From the 1930s: Gestalt Psychology and Mathematical Insight

2006 ◽  
Vol 100 (5) ◽  
pp. 16-21
Author(s):  
George W. Hartmann
Keyword(s):  
De Novo ◽  
Gestalt Psychology ◽  
Mathematical Research ◽  
Teaching Of Mathematics ◽  
The Mind

The article, originally printed in 1937, attempts to introduce Gestalt psychology - “geometry of the mind” to enhance teaching of mathematics. The author describes and analyzes three main propositions of the theory and points to a features applied to mathematical research. In conclusion he highlights that teachers of mathematics should act on recognition that content of mathematics has to be rediscovered and created de novo by every learner.

Objectives in Teaching Demonstrative Geometry

1927 ◽  
Vol 20 (8) ◽  
pp. 435-450
Author(s):  
W. D. Reeve
Keyword(s):  
Mathematics Teacher ◽  
The Other ◽  
Elementary Algebra ◽  
Teachers College ◽  
Intermediate Algebra ◽  
Teaching Of Mathematics

In The Mathematics Teacher for November, 1925 I published an article on “Objectives in the Teaching of Mathematics,” a large part of which was a list of specific objectives in elementary algebra. In the March 1927 issue of the same magazine I published a list of objectives to be attained in teaching intermediate algebra. In the preparation of these lists I had the assistance of a large number of my students in Teachers College who are mature teachers of experience. The objectives therein presented have furnished many groups with basic lists of aims which have been used in preparing new courses of study in various parts of the country. In the last two years I have also prepared, with the help of my students a list of objectives to be obtained in the teaching of demonstrative geometry. As was the case with the other two lists, this new group of objectives is not intended to be final, but tentative. We are willing to present them to the readers of The Mathematics Teacher because we hope that in this way they will be discussed and some more definite aims established in the teaching of geometry.

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