Some Higher Aspects of Secondary School Mathematics

1926 ◽  
Vol 19 (1) ◽  
pp. 46-51
Author(s):  
Chester G. Bandman
Keyword(s):  
High School ◽  
Secondary School ◽  
Close Correlation ◽  
School Mathematics ◽  
Secondary School Mathematics ◽  
School Study ◽  
The Subject

It is a significant and compelling fact that an inordinate percentage of high school pupils regard the subject of mathematics as drudgery and that the percentage of failures is usually larger in mathematics than in almost any high school study. There is undoubtedly a close correlation between the two statements.

An Achievement test in Solid Geometry

1928 ◽  
Vol 21 (3) ◽  
pp. 151-162
Author(s):  
Louis A. McCoy
Keyword(s):  
Secondary School ◽  
Subject Matter ◽  
Achievement Test ◽  
School Mathematics ◽  
The Other ◽  
Good Teacher ◽  
Secondary School Mathematics ◽  
Solid Geometry ◽  
The Subject ◽  
The Right

In the work of teaching secondary school mathematics in a large school where there are as many as twelve different divisions of the same subject, it would be very interesting and indeed very enlightening to see the different grades of work being done. Different teachers have their own pet ways of doing things, of presenting new matter, of conducting recitations, of drilling on old matter, of developing mathematical power in their pupils, etc. And yet they are all striving for the same results. The fact that one teacher's pupils consistently attain better results naturally should put a premium on that teacher's methods, and the work of the department would be improved if some of the other teachers would take a leaf out of the successful teacher's book. Students will often remark “So and So is a good teacher; I get a lot out of his class; he makes things clear; he has good discipline; he certainly gets the stuff over, etc.”An inspector visits the class, notes the attitude of the pupils, the personality and skill of the teacher, and oftentimes is familiar enough with the subject matter of the recitation to see if the pupils are catching and giving back the right things, and then grades the teacher as an Al man, for example. But does the opinion of the boys themselves or the visitor answer the question whether or not the teacher is successful in giving his subject to the pupils? Don't we need something more objective, more tangible, more exact on which to pin our faith? In general the supervisors are hitting it right, also the students, but we think we can do better.

A Redefinition of Secondary School Mathematics

1936 ◽  
Vol 29 (1) ◽  
pp. 14-19
Author(s):  
Leroy H. Schnell
Keyword(s):  
Secondary School ◽  
School Mathematics ◽  
National Committee ◽  
Committee Report ◽  
Secondary School Mathematics ◽  
The Subject

Mathematics is alarmingly on the defensive. Much that has been traditionally sacred to us is rapidly disappearing from the curriculum. Our past security is vanishing into thin air. The writers of the National Committee Report admitted that, “the subject must, like others, stand or fall on its intrinsic merit or on the estimate of such merit by the authorities responsible at a given time and place.”1 Seven years later Betz stated that, Geometry shares with Algebra and Latin the fate of being on the defensive.”2

What has Happened to Probability in the High School?

1967 ◽  
Vol 60 (8) ◽  
pp. 824-831
Author(s):  
Frederick Mosteller
Keyword(s):  
High School ◽  
Secondary School ◽  
School Mathematics ◽  
Secondary School Mathematics ◽  
Grade Levels ◽  
Probability And Statistics

The teaching of probability and statistics both in school and secondary school mathematics has come a very long way since the Commission on Mathematics first produced the Gray Book.1 Many commercial publishers have attractive texts, and SMSG and others have produced sections on probability and statistics for various grade levels.

A Tentative Program of Junior High-School Mathematics

1917 ◽  
Vol 10 (2) ◽  
pp. 85-93
Author(s):  
C. B. Walsh
Keyword(s):  
High School ◽  
Secondary School ◽  
Junior High School ◽  
Junior High ◽  
School Mathematics ◽  
Unstable State ◽  
High School Mathematics ◽  
Secondary School Mathematics ◽  
State Of Affairs

The statement is axiomatic and perhaps trite that the teaching of secondary-school mathematics is in a state of unrest. This condition has been aggravated, if not caused, by excessive criticism and this unstable state of affairs is reflected by the numerous new courses of study. It is consequently as inevitable as it is probably desirable that our curriculum in mathematics is to be reconstructed.

Present Tendencies in High School Mathematics

1924 ◽  
Vol 17 (1) ◽  
pp. 22-30
Author(s):  
Jonathan T. Rorer
Keyword(s):  
High School ◽  
Secondary School ◽  
Mathematics Teaching ◽  
Cooperative Work ◽  
School Mathematics ◽  
National Committee ◽  
High School Mathematics ◽  
Secondary School Mathematics ◽  
Standard Source ◽  
Source Of Information

The present tendencies in high school mathematics are well reflected by the report of the National Committee on Mathematical Requirements, which was organized in 1916, and which has completed the most exhaustive research ever attempted into the conditions now existing in mathematics teaching. The work of the National Committee already has had a far-reaching influence on mathematics teaching. It represents a great piece of cooperative work, a systematic presentation of the thought and practice of many members of this association and of other teachers interested in the improvement of mathematics teaching. It will be for a long while a standard source of information for anyone who desires to know modern tendencies in secondary school mathematics.

Remedial work in High School Mathematics

1930 ◽  
Vol 23 (1) ◽  
pp. 36-51
Author(s):  
L. H. Whitcraft
Keyword(s):  
High School ◽  
Elementary Teachers ◽  
Secondary School ◽  
School Curriculum ◽  
School Mathematics ◽  
High School Mathematics ◽  
Secondary School Curriculum ◽  
The Subject ◽  
Method Of Instruction ◽  
Remedial Work

Teachers of high school mathematics are confronted with the fact that there are more failures in the mathematics of the secondary school than in any other subject in the secondary school curriculum. These failures may be traced to some one of the following factors; (1) the materials of mathematics, consisting of the textbook, practice exercises, and special devices; (2) the teacher's method of instruction and manner of presenting the subject matter to the pupils; or (3) the methods and processes of the pupils themselves. Now that the teachers of mathematics realize that there is a great amount of criticism due the department of mathematics what are they going to do about it? The answer should be the same as the elementary teachers have given to the criticisms which have come to them-give remedial work.

Socializing Secondary School Mathematics

1942 ◽  
Vol 35 (7) ◽  
pp. 321-324
Author(s):  
Ralph D. Shamhart
Keyword(s):  
Secondary School ◽  
School Mathematics ◽  
Secondary School Mathematics ◽  
The Subject

We are living in a world which is incurably mathematical. Everyone knows it. The simplest article of manufacture is subject to the rules of mathematics in production and sale. To list the uses of the subject would be impossible and futile. Yet mathematics has come under criticism as a subject to be taught in om schools.

Mathematical Structures: Answering the “Why” Questions

1996 ◽  
Vol 89 (9) ◽  
pp. 716-722
Author(s):  
Doug Bush ◽  
William S. Jones
Keyword(s):  
College Students ◽  
High School ◽  
Secondary School ◽  
School Mathematics ◽  
Secondary School Mathematics ◽  
Mathematical Structures ◽  
The Past ◽  
Why Questions

Understanding the answers to “why” questions is an important part of secondary school mathematics. Over the past few years, we have taught naturally curious high school and college students who have asked these questions as they learned mathematics.

Notes and News

1920 ◽  
Vol 13 (1) ◽  
pp. 39-44
Keyword(s):  
High School ◽  
Secondary School ◽  
Mathematics Teachers ◽  
School Mathematics ◽  
National Council ◽  
High School Mathematics ◽  
Secondary School Mathematics ◽  
Local Organizations ◽  
Central Organization

A realization of the need of a central organization to foster the interests of high school mathematics and to secure a greater degree of co-operation between individual teachers and between local associations of teachers interested in secondary school mathematics impelled a group of mathematics teachers to assemble at Cleveland last February at the time of the meeting of the Department of Superintendence of the N. E. A. There were present at this meeting 127 teachers of mathematics representing twenty states and as many local organizations. At that time The National Council of Teachers of Mathematics was formed. A constitution was adopted and the following officers elected

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