A Study of Procedures used in the Determination of Objectives in the Teaching of Mathematics

1929 ◽  
Vol 22 (3) ◽  
pp. 156-165
Author(s):  
J. S. Georges
Keyword(s):  
Secondary Education ◽  
Secondary School ◽  
Social Needs ◽  
School Mathematics ◽  
Curriculum Studies ◽  
Secondary School Mathematics ◽  
Teaching Of Mathematics ◽  
Specific Unit ◽  
Specific Influence

The question of the general and specific functions of mathematics in secondary education has been a source of much discussion and dispute for many years. The curriculum studies which have been concerned chiefly with attempts to determine educational objectives have used such methods as analysis of pupil activities, analysis of social needs, opinions of competent persons and authorities in the field, and analysis of existing objectives found in educational investigations, courses of study, and textbooks. The outcome of the specific influence of these studies has been the formulation of a great number of courses of studies with lists of general course-objectives and specific unit objectives. While it is true that in many cases the teachers of mathematics, who should be the most vitally interested in the determination and evaluation of the objectives relating to their subjects have been consulted in the matter, nevertheless, in general the solution of the problem has been left to the “experts” and more “qualified” persons; the teachers have accepted the lists of objectives presented in the courses of study and have tried to attain them the best way they could. It is felt that as a point of pedagogical interest it is worth while to note the r eactions of teachers of mathematics toward the proposed lists of objectivesand the proceddures followed in their determination. This study reports the evaluation by a group of teachers of secondary school mathematics of the merits of certain procedures used in the determination of mathematical objectives.

INVESTIGATION OF SECONDARY EDUCATION MATHEMATICS CURRICULUM IN THE CONTEXT OF 21ST CENTURY SKILLS

2021 ◽  
Vol 6 (16) ◽  
pp. 113-134
Author(s):  
Sare ŞENGÜL ◽  
Ezgi MANCOĞLU KAPLAN ◽  
Yavuz ATABAY ◽  
Nuran TUTKUN ◽  
Birgül YILDIZ
Keyword(s):  
Secondary Education ◽  
Secondary School ◽  
21St Century ◽  
21St Century Skills ◽  
Document Analysis ◽  
School Mathematics ◽  
Survey Study ◽  
Analysis Method ◽  
Secondary School Mathematics ◽  
Teaching Programs

With the transition to the digital age, changes have emerged in the skills expected from the individuals of the 21st century, and accordingly, the preparation of curricula to develop these skills has become the main goal of all countries in the world. In our country, studies have been carried out to develop curricula in this direction, and with this research, it is aimed to examine the secondary education mathematics (2010, 2011, 2013 and 2017) and geometry (2011) teaching programs in the context of 21st century skills. The research is a survey study aimed at examining the secondary school mathematics and geometry course curriculum in terms of 21st century skills. As the data source of the research, secondary school mathematics course and secondary school geometry course curricula shared on the official website of the Ministry of National Education were taken. Document analysis method was used in the collection and analysis of data in the research in which these teaching programs were accepted as documents. Curriculums specified within the scope of document analysis were analyzed with descriptive analysis method based on 21st century skills within the scope of Partnership for 21st Century Learning [P21]. The skills included in the curricula were supported by direct quotations from the curricula. According to the results of this research, it has been determined that the curriculum is not qualified to cover all 21st century skills. The fact that media literacy, leadership and responsibility skills are not included in the curriculum, and that the evaluation elements of the programs are insufficient in the context of 21st century skills are among the remarkable results. The findings obtained at the end of the research were discussed with the support of the literature and suggestions were made for future research.

Problems in the Teaching of Mathematics

1930 ◽  
Vol 23 (6) ◽  
pp. 358-372
Author(s):  
J. S. Georges
Keyword(s):  
Secondary School ◽  
School Mathematics ◽  
General Nature ◽  
Systematic Classification ◽  
Secondary School Mathematics ◽  
The Subject ◽  
Teaching Of Mathematics ◽  
Special Studies ◽  
Mathematical Literature

The Purpose Of This study is to present a systematic classification of the mathematical literature which relates to the problems in the teaching of secondary school mathematics and which has been written during the last three decades. This literature consists of a large number and variety of articles published in numerous educational and mathematical journals, a smaller number of special studies dealing with specific problems, some books on the psychology and teaching of the subject, a few books of a general nature discussing the philosophical aspects of the concepts and principles of elementary mathematics, and unpublished theses. The collection and presentation of this vast material in a connected form is a much needed, though laborious and difficult, task. Its classification will be based upon three distinct, and at the same time inter-related principles: first, that there is a real need for a summary of the problems relating to the teaching of secondary school mathematics; second, that these problems should be analyzed in the light of available literature; and third, that the sources of references dealing with each problem should be brought together.

scholarly journals Effects of Teacher Training on Secondary Teachers’ Mathematical Content Knowledge in Dhaka, Bangladesh

2015 ◽  
Vol 2 (5) ◽  
pp. 40-55
Author(s):  
Sheikh Asadullah
Keyword(s):  
Teacher Education ◽  
Secondary Education ◽  
Secondary School ◽  
Training Program ◽  
Content Knowledge ◽  
Mathematics Teachers ◽  
School Mathematics ◽  
Secondary Teacher ◽  
Secondary School Mathematics ◽  
Secondary Teacher Education

In Bangladesh, there are improvements in secondary education by quantitative indicators but the satisfactory picture is remained far from the quality. The gross deficiency in teaching includes one of the main reasons for poor quality of secondary education. There are higher failure rates in Mathematics subject in Secondary School Certificate examination in the last consecutive years. An extensive review of research has shown that teachers account to a large extent for student learning and achievement gains. For secondary teacher education in Bangladesh, there is a one-year long training program named as Bachelor of Education (B.Ed.). Therefore, the study sought to find out the effectiveness of B.Ed. training program on mathematics teachers’ content knowledge as a mean of improving secondary school mathematics in Bangladesh. The study was conducted among 38 mathematics teachers (trained and untrained) selected from 16 secondary schools of Dhaka city using survey method. Teacher’s content knowledge was measured through an assessment test and classroom teaching observation. The study found that though the B.Ed. trained mathematics teachers (96.3%) possess better content knowledge than their counterpart (91.7%) but no relationship between teachers’ personal characteristics and their content knowledge in mathematics. This is the first study to investigate the effectiveness of secondary teacher education program within Bangladesh. It contributes important insights about secondary teacher education that can be used to inform the professional development of the secondary school mathematics teachers in Bangladesh.

Biographical Sketch: Kenneth B. Henderson: The Development of Pedagogical Theory

1995 ◽  
Vol 26 (3) ◽  
pp. 280-281 ◽  
Author(s):  
Thomas J. Cooney
Keyword(s):  
Problem Solving ◽  
Secondary School ◽  
Significant Contribution ◽  
School Mathematics ◽  
Biographical Sketch ◽  
Secondary School Mathematics ◽  
Research On Teaching ◽  
Teaching Of Mathematics ◽  
Pedagogical Theory

Kenneth Henderson was a scholar of the first magnitude who focued his attention on the development of theoretical construcrs related to the teaching of mathematics. His chapter, “Problem-Solving in Mathematics,” in the 21st yearbook of NCTM, written with Robert Pingry (Henderson & Pingry, 1953), was an early and significant contribution to the dialogue about problem solving in the classroom. His Chapter, “Research on Teaching Secondary School Mathematics,” published in the first Handbook of Research on Teaching (Henderson, 1963), further exemplifies the kind of scholarship that characterized his work.

New Books

1934 ◽  
Vol 27 (2) ◽  
pp. 106-110
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
School Mathematics ◽  
Secondary School Mathematics ◽  
The Third ◽  
Teaching Procedure ◽  
Specific Teaching ◽  
Teaching Of Mathematics

This is the third of a series of three volumes which Professor Breslicb bas written. All three volumes are devoted to the Teaching of mathematics in secondary schools. The first volume, the Technique of Teaching Secondary School M atlzematics, deals with problems arising in the choice and use of general Teaching procedure and the second, Problems in Teaching Secondary School Mathematics, is concerned with specific teaching problems. In his third volume Professor Breslich classifies administrative problems as they relate (1) to the direction and supervision of a department and (2) to the curriculum.

The use of models in the teaching of mathematics

1961 ◽  
Vol 8 (1) ◽  
pp. 22-24
Author(s):  
Roger Osborn
Keyword(s):  
Secondary School ◽  
Mathematics Instruction ◽  
School Mathematics ◽  
Instructional Materials ◽  
Effective Teacher ◽  
Secondary School Mathematics ◽  
Teaching Of Mathematics ◽  
Use Of Models

Instructional materials make up an important part of the equipment of the effective teacher of elementary- or secondary- school mathematics. The distinction between number and numeral is being made with increasing consistency and emphasis in programs of mathematics instruction being currently evolved. The development of this concept may, for many teachers, point up a need for new evaluation of the role of instructional materials in the classroom. The importance of the fact that the name of a thing and the thing itself are not the same has become more and more evident in mathematics programs as teachers con ider numerals as symbols we use to denote numbers.

Raleigh Schorling—A Bibliography

1951 ◽  
Vol 44 (2) ◽  
pp. 104-107
Keyword(s):  
Secondary School ◽  
Student Teaching ◽  
School Mathematics ◽  
Secondary School Mathematics ◽  
Teaching Of Mathematics

Of The fifty-nine books bearing Raleigh Schorling's name, forty-four are secondary school mathematics texts, seven deal with the teaching of mathematics, five are concerned with student teaching in general and three with still more general educational questions.

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