High School Mathematics Clubs

1925 ◽  
Vol 18 (6) ◽  
pp. 341-363
Author(s):  
Zulu Reed
Keyword(s):  
High School ◽  
High Schools ◽  
Mathematics Teacher ◽  
School Mathematics ◽  
High School Mathematics ◽  
Minimum Requirement ◽  
Class Room ◽  
Necessary Evil

In most of our high schools our courses of study are too crowded with formal work to permit our following, in the class room, interesting by-ways which touch our paths. Such is the case in mathematics. It is largely because of the failure of teachers to provide opportunity for exploring these mysterious by-ways that many high school pupils regard mathematics as a necessary evil, as something almost entirely apart from every day life, as an affliction to be escaped as soon as the minimum requirement has been met. But work that has been considered drudgery may become a pleasurable pastime with the proper incentive. Some one has fittingly said that the greatest problem to be solved by the mathematics teacher today is the problem of making mathematics interesting to the pupil. The mathematics club offers a means of helping to solve this problem.

Thanks from the Editorial Panel

2018 ◽  
Vol 111 (7) ◽  
pp. 558-559
Keyword(s):  
High School ◽  
Mathematics Teachers ◽  
Mathematics Teacher ◽  
Teacher Educators ◽  
School Mathematics ◽  
High School Mathematics ◽  
College And University ◽  
Mathematics Educators ◽  
High School Mathematics Teachers

The success of Mathematics Teacher is very much dependent on the volunteer efforts of many mathematics educators. Those who serve as department editors, manuscript referees, and publications and courseware reviewers include high school mathematics teachers, curriculum designers, college and university mathematicians, and teacher educators. Their contributions are deeply appreciated.

The Recitation in Mathematics

1924 ◽  
Vol 17 (8) ◽  
pp. 459-470
Author(s):  
Edith Irene Atkin
Keyword(s):  
High School ◽  
High Schools ◽  
Standardized Tests ◽  
School Mathematics ◽  
High School Mathematics ◽  
Homogeneous Groups

Many movements in education are claiming the attention of teachers of mathematics. Some teachers and administrators would make all high school mathematics elective, some are teaching some form of general mathematics, some are emphasizing standardized tests, some have instituted supervised study or instruction by homogeneous groups, and others are working on the content of courses in mathematics for both the junior and the senior high schools. These different movements all indicate an earnest desire on the part of their exponents to help in the solution of educational problems, and every progressive teacher is vitaily interested in the results, either from the standpoint of a participator or an observer.

Sound Off!: Two High School Mathematics Curricular Paths—Which One to Take?

2009 ◽  
Vol 102 (8) ◽  
pp. 568-570
Author(s):  
Robert Reys ◽  
Rustin Reys
Keyword(s):  
High School ◽  
High Schools ◽  
School Mathematics ◽  
The Other ◽  
High School Mathematics ◽  
Specific Subject ◽  
Course Sequences ◽  
Organizational Choice ◽  
Mathematics Course

High schools are requiring students to complete more years of mathematics in order to graduate (Reys et al. 2007). This requirement raises several questions for schools, teachers, students, and parents. In particular, what mathematics should students study, and how should that mathematics be organized? High school mathematics programs today use two different mathematics course sequences. One sequence focuses each course on a specific subject (algebra, geometry, algebra, or precalculus), while the other integrates mathematical strands throughout each course. Choosing between subject-based and integrated course sequences stimulates discussions about-and often controversy over—which organizational choice is best and for whom.

Some Psychological Phases of Student Success in High School Mathematics

1937 ◽  
Vol 30 (7) ◽  
pp. 322-325
Author(s):  
J. Eli Allen
Keyword(s):  
High School ◽  
High Schools ◽  
Student Success ◽  
School Mathematics ◽  
High School Mathematics

In Mathematics just as in any other field of learning, there is today very wide diversity of achievement by the boys and girls in our high schools. This paper is an effort to indicate some of the situations that condition pupils for successful learning of mathematics.

Curriculum Trends in High School Mathematics

1948 ◽  
Vol 41 (2) ◽  
pp. 60-69
Author(s):  
E. R. Breslich
Keyword(s):  
College Students ◽  
High School ◽  
Nineteenth Century ◽  
High Schools ◽  
Mathematics Teachers ◽  
School Mathematics ◽  
Instructional Materials ◽  
College Instructors ◽  
High School Mathematics ◽  
Curriculum Trends

The problem of selecting and organizing instructional materials for high school pupils is as old as the high schools. When these schools came into existence the courses in algebra and geometry then offered in the colleges were moved downward into the lower schools. Unfortunately these subjects had been organized by college instructors for college students and were in no sense planned to meet the needs and abilities of high school pupils. It was to be expected, therefore, that they would need to undergo considerable reconstruction. To the solution of this problem the mathematics teachers of the nineteenth century have devoted a great deal of time and effort.

Mathematics in the Junior High School: What should be the nature and content of junior high school mathematics?

1955 ◽  
Vol 48 (6) ◽  
pp. 413-415
Author(s):  
William David Reeve
Keyword(s):  
High School ◽  
Junior High School ◽  
Mathematics Teacher ◽  
Junior High ◽  
School Mathematics ◽  
National Council ◽  
Stanford University ◽  
High School Mathematics ◽  
Full Support ◽  
School Movement

I do not think that the various departments, so called, in The Mathematics Teacher are equally interesting or equally valuable, but a new department, introduced in the January, 1955, issue, is one that I think should receive the support of all teachers of mathematics whether or not they are actually members of The National Council of Teachers of Mathematics. I refer, of course, to the new department edited by Kinney and Dawson of Stanford University. It will have my full support because I think that we have made a failure, more or less, of the junior high school movement.

Students Become Math-Minded through league Influence

1971 ◽  
Vol 64 (3) ◽  
pp. 245-246
Author(s):  
Martha Ann McCormick
Keyword(s):  
High School ◽  
High Schools ◽  
Effective Teaching ◽  
Mathematics Teachers ◽  
School Mathematics ◽  
School Level ◽  
High School Mathematics ◽  
High School Level ◽  
The Road ◽  
On The Road

Can a college stimulate interest in mathematics in the high schools of its area? Can it, encourage more effective teaching at the high school level? Can it create rapport between the high school mathematics teachers and the college mathematics staff? We at Missouri Southern College believe the answer is YES ! We feel the MSC Math League has started us well on the road to achievement of these goals.

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