Some Comments on the First Year Book by the National Council of Teachers of Mathematics

1926 ◽  
Vol 19 (7) ◽  
pp. 434-441
Author(s):  
J. T. Johnson
Keyword(s):  
Rapid Evolution ◽  
First Year ◽  
Teaching Mathematics ◽  
National Council ◽  
Text Book ◽  
Comprehensive Treatise ◽  
Curriculum Construction

In this age of rapid evolution in methods of teaching mathematics, in text book making and curriculum construction no professionally spirited teacher of mathematics can well afford to be without this comprehensive treatise.

Indonesia's National Council: The First Year

1958 ◽  
Vol 27 (7) ◽  
pp. 97-104
Author(s):  
Roeslan Abdulgani
Keyword(s):  
First Year ◽  
National Council

Informing Learning Through the Clinical Interview

1991 ◽  
Vol 38 (6) ◽  
pp. 44-46
Author(s):  
Madeleine J. Long ◽  
Meir Ben-Hur
Keyword(s):  
Student Outcomes ◽  
Clinical Interview ◽  
School Mathematics ◽  
Assessment Tools ◽  
Teaching Mathematics ◽  
National Council ◽  
Evaluation Standards ◽  
Paper And Pencil ◽  
Primary Assessment

The National Council of Teachers of Mathematics's Curriculum and Evaluation Standards for School Mathematics (1989) and Professional Srandards for Teaching Mathematics (1989) endorse the view that assessment should be made an integral part of teaching. Although many of the student outcomes described in the Srandards cannot properly be assessed using paper-and-pencil tests, such tests remain the primary assessment tools in today's classroom.

Ave atque vale

1970 ◽  
Vol 63 (5) ◽  
pp. 381-382
Author(s):  
Irvin H. Brune
Keyword(s):  
High School ◽  
Board Of Directors ◽  
Mathematics Teacher ◽  
Teaching Mathematics ◽  
National Council ◽  
New Work ◽  
Cumulative Index ◽  
Old Order ◽  
The Board Of Directors ◽  
One Year

The old order has changed—and given place to the new. In action taken one year ago, the Board of Directors of the National Council of Teachers of Mathematics created a new position and eliminated an old one. As of July 15, 1969, Miss Carol V. McCamman became Managing Editor of The Mathematics Teacher. Miss McCamman came to her new work with a rich experience in teaching mathematics at Coolidge High School, Washington, D.C. She also edited the invaluable Cumulative Index of The Mathematics Teacher, volumes 1– 58, 1908 through 1965. As of the date of this issue, the present editor completes his term.

Why Elementary Algebra Can, Should, and Must Be an Eighth-Grade Course for Average Students

1987 ◽  
Vol 80 (6) ◽  
pp. 428-438 ◽  
Author(s):  
Zalman Usiskin
Keyword(s):  
Mathematics Education ◽  
Secondary Mathematics ◽  
Ninth Grade ◽  
Eighth Grade ◽  
First Year ◽  
National Council ◽  
Seventh Grade ◽  
Elementary Algebra ◽  
Grade Levels ◽  
One Year

Elementary or first-year algebra is the keystone subject in all of secondary mathematics. It is formally studied by students from grade levels as early as seventh grade and as late as college, but begun and completed more often in ninth grade than at any other time. The main purpose of this article is to question that timing. The conclusion to be argued here is that most students should begin the study of algebra one year earlier than they now do. This conclusion is contrary to a recommendation currently subscribed to by the National Council of Teachers of Mathematics and to the views of a number of leaders in mathematics education. I attempt to show here that these leaders have been misguided.

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