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.

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.

Call for Manuscripts: 2013 Focus Issue: Developing and Empowering Teacher Leaders

2012 ◽  
Vol 18 (8) ◽  
pp. 497
Keyword(s):  
School Culture ◽  
Mathematics Teacher ◽  
Teacher Leaders ◽  
Professional Community ◽  
School Community ◽  
Teacher Leader ◽  
Classroom Teachers

Authors are invited to share ideas and experiences surrounding the mathematics teacher leader—math coaches, specialists, mentors, and classroom teachers—in their professional community as well as the influence such leaders have had on the school community and school culture.

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.

Delving Deeper – Cyclical Products: The Last Shall Be First

2011 ◽  
Vol 104 (8) ◽  
pp. 630-635
Author(s):  
Mark A. Hugen ◽  
Gerald E. Gannon ◽  
Harris S. Shultz
Keyword(s):  
Mathematics Teacher ◽  
Background Information ◽  
Classroom Teachers ◽  
Link Type

“Delving Deeper” offers a forum for classroom teachers to share the mathematics from their own work with the journal's readership; it appears in every issue of Mathematics Teacher. Manuscripts for the department should be submitted via http://mt.msubmit.net. For more background information on the department and guidelines for submitting a manuscript, visit http://www.nctm.org/publications/content.aspx?id=10440#delving.

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).

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.

An Attempt to Eliminate Common Errors in Elementary Algebra

1946 ◽  
Vol 39 (8) ◽  
pp. 385-390
Author(s):  
Albertus Smith
Keyword(s):  
Elementary Algebra ◽  
The Everyday ◽  
Intermediate Algebra ◽  
Solving Equations

One of the most discouraging problems which confronts the teacher of both elementary and intermediate algebra is the everyday recurrence of fundamental errors in handling algebraic fractions and solving equations, namely, destruction of the values of the fractions by faulty cancellation, and destruction of equality. The present paper is a summary of an effort which the author has used in an attempt to reduce the number of such errors, and which he has found to be more or less successful.

Flying High

1944 ◽  
Vol 37 (1) ◽  
pp. 17-19
Author(s):  
Lillian Moore
Keyword(s):  
Armed Forces ◽  
Plane Geometry ◽  
Spherical Trigonometry ◽  
Elementary Algebra ◽  
Intermediate Algebra ◽  
Aerial Navigation

Why do we not capitalize on the absorbing interest of youth in flying? The armed forces want boys who have a thorough knowledge of the fundamentals of mathematics. Such a foundation can be given through a course in aerial navigation. First, it is assumed that boys who are interested in becoming aviation cadets and girls who wish to be future WASPS are intellectually superior pupils; hence they should have completed two years of mathematics, including elementary algebra and plane geometry, and either have completed or be studying simultaneously intermediate algebra. If possible, a term of plane and spherical trigonometry should be a prerequisite. With such a background pupils are eligible for an elementary course in aerial navigation, which will prove to be a magic carpet transporting both pupils and instructor to the enchanted realm of planes, flights and pilots.

How is it Possible to Make Elementary Algebra More Real to the Pupil?

1934 ◽  
Vol 27 (3) ◽  
pp. 138-150
Author(s):  
Alberta S. Wanenmacher
Keyword(s):  
Mathematics Teachers ◽  
Mathematics Teacher ◽  
Elementary Algebra ◽  
Large Numbers

Those of you who have read the article by Judd in the April 1932 number of The Mathematics Teacher will remember no doubt that he accuses us of not always being efficient in our work. To the question, why students fail in mathematics, he received vague and general answers from mathematics teachers, many of whom were inclined to place the blame for failure entirely upon the students, calling large numbers of them mentally inferior.

This Journal is Yours

1994 ◽  
Vol 1 (1) ◽  
pp. 8-9
Author(s):  
Jay Greenwood
Keyword(s):  
Middle School ◽  
Mathematics Teacher ◽  
Mathematics Teaching ◽  
School Teacher ◽  
Middle School Teacher ◽  
Classroom Teachers ◽  
Principles And Standards ◽  
The Many

NCTM Proudly Announces the Arrival of its newest journal, Mathematics Teaching in the Middle School. In so doing, we have increased the already impressive lineup of professional mathematics publications dedicated to the CTM's principles and standards. Aspects that make this journal so exciting are its focus and emphasis on the middle school teacher and student. The Editorial Panel has worked hard to address the interests and needs of the many classroom teachers who have offered their feedback, both as a result of several surveys and as a result of the “Call for Manuscripts” announcement that appeared in both the Arithmetic Teacher and the Mathematics Teacher.

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