Variability and Functionality in High School Mathematics

1929 ◽  
Vol 22 (7) ◽  
pp. 405-412
Author(s):  
Laura Blank
Keyword(s):  
High School ◽  
Secondary School ◽  
School Mathematics ◽  
High School Mathematics ◽  
Great Breadth ◽  
General Field ◽  
Gradual Development ◽  
The Subject ◽  
Modes Of Thought

The subject of variation as a topic or possibly phase of mathematics is a very important one in the field of the secondary school. In this day, when so much is made of correlations within the general field of mathematics and with other allied fields of science, the study of variation brings out numerous interesting contacts and inter-relations for the pupil, thus impressing him with the great breadth of application of mathematics. Moreover, gradual development of the idea and use of variation establishes certain modes of thought applicable to matters not wholly mathematical and perhaps only relatively quantitative. The concept of variability or functionality is perhaps sufficiently far-reaching in scope and application, if properly studied and emphasized to serve more than any other idea or agency to tend to correlate or unify 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.

Remedial Work in High School Mathematics

1980 ◽  
Vol 73 (1) ◽  
pp. 51-60
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.

Interest of Pupils in High School Mathematics and Factors in Securing It

1927 ◽  
Vol 20 (1) ◽  
pp. 26-38
Author(s):  
Alfred Davis
Keyword(s):  
High School ◽  
Present Status ◽  
School Mathematics ◽  
High School Mathematics ◽  
Single Class ◽  
Class A ◽  
The Subject

A few years ago attention was attracted to the high percentage of failures among pupils taking high school mathematics. Sometimes as many as 50% or even more would fail in a single class. A little consideration would have convinced the teachers that such a situation must soon attract unfavorable criticism, and that this might be expected from those who were not most favorably disposed towards the subject. At a time when every subject was to be tried and judged, not according to its past achievements, nor according to its future possibilities, but according to present status alone, someone was certain to take a one-eyed view of high school mathematics and condemn it as an unsuitable subject to be required of all high school pupils.

Sex Differences in Secondary School Mathematics

1937 ◽  
Vol 30 (1) ◽  
pp. 21-22
Author(s):  
Harl R. Douglass
Keyword(s):  
High School ◽  
Sex Differences ◽  
Secondary School ◽  
Educational Research ◽  
American Educational Research Association ◽  
School Mathematics ◽  
Committee Report ◽  
Research Association ◽  
High School Mathematics ◽  
Reporting Data

In connection with a committee report for the American Educational Research Association the author had occasion to search for and abstract the investigations reporting data relative to the respective achievements of boys and girls in high school mathematics. More studies were located than are reported here. Some of them were of doubtful reliability and a few were not available.

Mathematics in High School and College

1945 ◽  
Vol 38 (4) ◽  
pp. 147-154
Author(s):  
Aubrey J. Kempner
Keyword(s):  
High School ◽  
Secondary School ◽  
School Mathematics ◽  
High School Mathematics ◽  
Mathematics Text

The publication of a high-school mathematics text, Senior Mathematics, by Douglass and Kinney (Henry Holt and Co., 1945) furnishes me an opportunity to express some opinions concerning the relation between mathematics in the secondary school and in the college.

Let’s Use Trigonometry

1975 ◽  
Vol 68 (2) ◽  
pp. 157-160
Author(s):  
John J. Rodgers
Keyword(s):  
High School ◽  
Subject Matter ◽  
School Mathematics ◽  
High School Mathematics ◽  
Mathematics Courses ◽  
High School Geometry ◽  
School Geometry ◽  
The Subject ◽  
Order Of Presentation

All too often in the teaching of high school mathematics courses, we overlook the inherent flexibility and interdependence of the subject matter. It is easy to fall into the trap of presenting algebra, trigonometry, geometry, and so on, as separate areas of study. It is because they were taught this way traditionally. With relatively minor changes in the order of presentation, we can demonstrate to the student the vital interconnectiveness of mathematics. For example, many courses in high school geometry include a unit on trigonometry. The student learns three trigonometric ratios, namely, the sine, the cosine, and the tangent. He also learns to use the trigonometric tables to solve for an unknown side of a right triangle. Generally this material comes quite late in the year.

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.

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.

The Second U.S.A. Mathematical Olympiad

1974 ◽  
Vol 67 (2) ◽  
pp. 115-119
Author(s):  
Samuel L. Greitzer
Keyword(s):  
High School ◽  
Secondary School ◽  
Secondary School Students ◽  
School Mathematics ◽  
New Venture ◽  
High School Mathematics ◽  
School Students ◽  
Mathematical Talent ◽  
Honor Roll ◽  
Mathematics Examination

Because the U.S.A. Mathematical Olympiad is a new venture, a brief explanation is pertinent. The purpose of the Olympiad is to attempt to discover secondary school students with superior mathematical talent—students who possess creativity and inventiveness as well as computational skills. Participation is limited to about one-hundred students selected mainly from the Honor Roll of the Annual High School Mathematics Examination plus a few recommended students from the states that sponsor their own high school mathematics competitions. The Olympiad consists of five problems of the essay type requiring mathematical power on the part of the participants.

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