Words of Classical Derivation in Common Mathematics Vocabulary

1926 ◽  
Vol 19 (6) ◽  
pp. 343-348
Keyword(s):  
High School ◽  
Public School ◽  
Ohio State University ◽  
School Mathematics ◽  
State University ◽  
High School Mathematics ◽  
The Public ◽  
School Subjects ◽  
Mathematics Vocabulary ◽  
Classical Derivation

By “Common Mathematics Vocabulary” is meant those words which are found in all three branches of high school mathematics, arithmetic, algebra, and geometry. The list of words used here is based upon the work in “The Technical Vocabularies of the Public School Subjects,” by Mrs. Luella Cole Pressey of Ohio State University, as published by the Public School Publishing Co.

The Art of Teaching A New Department

1937 ◽  
Vol 30 (3) ◽  
pp. 128-129
Author(s):  
Ruth Wilson
Keyword(s):  
High School ◽  
Thomas Jefferson ◽  
School Mathematics ◽  
School Administrator ◽  
High School Mathematics ◽  
Practical Application ◽  
Mathematic Department ◽  
Big Business ◽  
The Public ◽  
Art Of Teaching

Realtzing that many people, even school administrator, regard mathematics beyond arithmetic as a subject with neither cultural nor practical value, we of the mathematic department of Thomas Jefferson High School decided to make the topic of our second annual exhibit: “The Practical Application of Mathematics in Various Occupations and Industries.” We knew that mere statements of facts would receive little attention—there must be something to attract the eye, and we felt that the statements would be more convincing if they came from buiness men. Our first problem, thefore, was to devise a pleasing scheme for getting the attention of the public in order to sell the idea that all high school mathematics is practical and to stimulate appreciation of the fact that nearly all “big business” uses higher mathematics. Our next problem was to secure the cooperation of various business concerns.

Junior High School Mathematics

1932 ◽  
Vol 25 (2) ◽  
pp. 87-93
Author(s):  
Edith L. Mossman
Keyword(s):  
High School ◽  
Junior High School ◽  
Junior High ◽  
School Mathematics ◽  
High School Mathematics ◽  
Adolescent Boys ◽  
School Subjects

What is a real junior high school? What is it inherent in adolescent boys and girls, that has led psychologists and progressive teachers whether st dents of formal psychology or not, to urge the change from the 8-4 plan to a 6-3-3, 6-4-2, or 6-4-4? What are the desires, habits, and necessities of the earliest teens that should greatly influence both content and method in all junior high school subjects?

scholarly journals Elaboração e viabilização de uma aula sobre circunferência no ensino médio: um estudo de caso baseado na gênese documental

2020 ◽  
Vol 9 (1) ◽  
Author(s):  
CHRYSTIAN BASTOS DE ALMEIDA ◽  
CELINA APARECIDA ALMEIDA PEREIRA ABAR
Keyword(s):  
High School ◽  
Teacher Education ◽  
Public School ◽  
Mathematics Teacher ◽  
Theoretical Basis ◽  
Teaching Practice ◽  
The State ◽  
School Mathematics ◽  
High School Mathematics ◽  
Use Of Resources

ResumoEste artigo visa a apresentar um estudo sobre o trabalho documental de um professor de Matemática do Ensino Médio e de um professor articulador de área, no processo de elaboração e viabilização de uma aula sobre circunferência, numa turma de 3ª série do Ensino Médio. Consideramos como principal base teórica a Gênese Documental, na qual a criação de um documento ocorre a partir de uma coletânea de recursos por apropriação e modificação pelo professor. Assim, em um intervalo de dois meses, em uma escola pública da rede estadual da Bahia, ocorreu a observação do trabalho do professor, organizado em três fases: antes, durante e depois de sua aula; através delas, procuramos discutir o uso dos recursos propostos pelo professor de Matemática e professor articulador para o ensino de circunferência. As conclusões do trabalho indicam expectativas teórico-metodológicas para a implementação de estudos na área da formação continuada docente, na direção da investigação reflexiva, sobre o uso de recursos para a viabilização da prática docente. Palavras-chave: Gênese Documental; Circunferência; Formação continuada docente.AbstractThis article aims to present a study on the documentary work of a high school mathematics teacher and of an area coordinator teacher, in the process of elaborating and making a circumference class feasible, in a 3rd grade class in high school. We consider Documentary Genesis as the main theoretical basis, in which the creation of a document occurs from a collection of resources by appropriation and modification by the teacher. Thus, in an interval of two months, in a public school in the state network of Bahia, the work of the teacher was observed, organized in three phases: before, during and after his class; through them, we seek to discuss the use of resources proposed by the mathematics teacher and articulator teacher for teaching circumference. The conclusions of the work indicate theoretical and methodological expectations for the implementation of studies in the area of continuing teacher education, in the direction of reflective investigation, on the use of resources to make teaching practice feasible.Keywords: Documentary Genesis; Circumference; Continuing teacher education. 

Finding Social Mathematics in School Activities

1936 ◽  
Vol 29 (7) ◽  
pp. 340-345
Author(s):  
Dorothy Noyes
Keyword(s):  
High School ◽  
School Organization ◽  
School Mathematics ◽  
High School Mathematics ◽  
School Activities ◽  
School Subjects ◽  
The Subject

Judging from a number of the recent articles on high school mathematics it would seem that there is much thinking and considerable experimenting being done on the subject of making mathematics more functional. Mathcmatics has its definite place in our school organization outside of the immediate classroom; a place proportionate to that of other school subjects but which perhaps has not been as evident.

Solutions to Calendar

1997 ◽  
Vol 90 (5) ◽  
pp. 378-379
Keyword(s):  
High School ◽  
New York ◽  
Public School ◽  
School Mathematics ◽  
Board Of Education ◽  
High School Mathematics ◽  
Cambridge University ◽  
Boston College ◽  
Mathematics And Science

Problems 1–3 and 5–8 were contributed by Claudia Carter, Mississippi School for Mathematics and Science, Columbus, Mississippi: Anita Clark, Marshall High School, Marshall, Michigan: Catherine Mulligan, Bishop Fenwick High School, Middletown, Ohio; and Susanne Westegaard, Montgomery-Lonsdale Public School, Montgomery, Minnesota. Problem 4 was offered by Richard G. Brown, 7 Nelson Dr., Exeter, NH 03833. Problems 9, 10, and 16 were prepared by Margaret J. Kenney and Stanley J. Bezuszka, S.J., of the Mathematics Institute, Boston College, Chestnut Hill, MA 02167-3809. Problems 11-15 and 30 were adapted from Discovering Mathematics: The Art of Investigation by A. Gardiner (Oxford: Oxford Science Publications, 1987). Problems 19 and 20 were provided by Robert H. Becker, 526 Harding Ave., Schillington, PA 19607-2802. Problems 17, 23, and 24 appear in the Second Book of Mathematical Bafflers, edited by Angela Fox Dunn (New York: Dover Publications, 1983). Problems 18, 21, 22, and 25 were adapted from Cariboo College High School Mathematics Contest Problems 1973–1992, edited by Jim Totten (Kamloops, B.C.: Cariboo College, 1992). Problems 26–29 were submitted by Barry Scully, York Region Board of Education, Aurora, ON L4G 3H2. Problem 31 was adapted from The Mathematical Funfair by Brian Bolt (Cambridge: Cambridge University Press, 1989).

Mathematics Examinations: Russian Experiments

2003 ◽  
Vol 96 (5) ◽  
pp. 336-342
Author(s):  
Alexander Karp
Keyword(s):  
High School ◽  
Full Range ◽  
Educational Assessment ◽  
School Mathematics ◽  
Teaching Mathematics ◽  
High School Mathematics ◽  
Teaching Approaches ◽  
Policy Makers ◽  
The Public ◽  
The Subject

The goal of this article is to describe the objectives and methods of Russia's—more precisely, of St. Petersburg's—graduation examinations in high school mathematics. Although some interesting studies have described the experience of other nations (see, e.g., Dossey [1996]), the information is not widely disseminated and possible implications for American practice are not discussed much. However, the attention of both the public and the policy makers is now directed at the need for educational assessment, and other examination systems can serve as working experiments in methods of assessment. Such a comparison does not imply constructing a crude tabular comparison between systems of instruction and examination results or constructing simplistic hierarchies of teaching approaches, since curricula and the focus of teaching vary from one system to another. Our increased awareness of the full range of mathematics now being taught, in both content and pedagogy, should inform our own discussions of these issues. The Russian experience in teaching mathematics is a case in point, and knowledge of this experience might help anyone who is interested in teaching the subject.

Sign in / Sign up

Export Citation Format

Share Document