What Modern School Administration Expects of High School Teachers of Mathematics

1932 ◽  
Vol 25 (2) ◽  
pp. 66-70
Author(s):  
Jackson L. Lambert
Keyword(s):  
High School ◽  
High School Teachers ◽  
Elementary Mathematics ◽  
School Administration ◽  
School Mathematics ◽  
School Staff ◽  
High School Mathematics ◽  
School Teachers ◽  
Modern School

Accepting the modern dictum that all school teachers, high or elementary, are teachers of children rather than teachers of subjects, there is the added responsibility of teaching children something. Hence, there exists some 25 per cent of the total high school staff whose efforts are devoted to assisting pupils to a degree of mastery of elementary mathematics. To be able to perform this function the teacher of high school mathematics must make an appropriate preparation.

What Mathematics Do High School Teachers Need to Know?

2010 ◽  
Vol 103 (6) ◽  
pp. 418-423
Author(s):  
Michael J. Gilbert ◽  
Jacqueline Coomes
Keyword(s):  
High School ◽  
High School Teachers ◽  
School Mathematics ◽  
High School Mathematics ◽  
School Teachers ◽  
Mathematics Knowledge

The MC3 project defines, describes, and characterizes the mathematics knowledge needed for teaching high school mathematics.

What Else Can You Do with an Open Box?

2007 ◽  
Vol 100 (7) ◽  
pp. 470-474
Author(s):  
Catherine Miller ◽  
Douglas Shaw
Keyword(s):  
Professional Development ◽  
High School ◽  
High School Teachers ◽  
School Mathematics ◽  
Problem Analysis ◽  
High School Mathematics ◽  
School Teachers

Starting with the classic Open Box problem, we present extensions of this problem that can be used in high school mathematics classes. We also challenge high school teachers to use this process of problem analysis in their own practice as a way to enrich the content of their lessons and as a means of individualized professional development.

Experimental Programs: Coordinate Geometry with an Affine Approach

1964 ◽  
Vol 57 (6) ◽  
pp. 404-405
Author(s):  
Harry Sitomer
Keyword(s):  
High School ◽  
High School Teachers ◽  
School Mathematics ◽  
Study Group ◽  
School Teachers ◽  
High School Geometry ◽  
School Geometry ◽  
Coordinate Geometry

In the spring of 1961, the School Mathematics Study Group convened a group of college mathematicians and high school teachers of mathematics to consider plans for writing an alternate high school geometry course, in which coordinates would be introduced and used as early as feasible.

A Property of Right Triangles and Some Classical Relations

1986 ◽  
Vol 79 (8) ◽  
pp. 640-643
Author(s):  
Angelo S. Didomenico
Keyword(s):  
High School ◽  
Elementary Mathematics ◽  
School Mathematics ◽  
Advanced Mathematics ◽  
High School Mathematics ◽  
Straightforward Manner

Mathematics is an ever-growing subject. Included in this growth is a process of simplification in which formulas and relations often arrived at inductively or derived by long and difficult methods are later found to follow easily and directly from other findings. Advanced mathematics abounds with fascinating results of this kind. Similar ones also exist in elementary mathematics. I have found a property of right triangles, given by the following theorem, from which students can deduce, in a surprising and straightforward manner, some of the most significant relations encountered in high school mathematics.

Field Project in Junior High School Mathematics

1945 ◽  
Vol 38 (7) ◽  
pp. 327-328
Author(s):  
Gladys Pyatt
Keyword(s):  
High School ◽  
Junior High School ◽  
Grade Level ◽  
Elementary Mathematics ◽  
Junior High ◽  
Daily Life ◽  
School Mathematics ◽  
Laboratory Work ◽  
Eighth Grade ◽  
High School Mathematics

The idea is rapidly gaining recognition that elementary mathematics would profit greatly from the introduction of field and laboratory work. Arithmetic has too often been taught as a skill unrelated to life outside the classroom. If arithmetic is to be fully meaningful, greater care must be taken to assure understandings that function in daily life. In this paper is presented a unit of work that was carried out with pupils on the eighth grade level in which they were taken out of the classroom for observation and first hand information.

The Value of the History of Greek Mathematics to Secondary School Teachers

1925 ◽  
Vol 18 (5) ◽  
pp. 296-297
Author(s):  
Walter Crosby Eells
Keyword(s):  
High School ◽  
Secondary School ◽  
Secondary School Teachers ◽  
History Of Mathematics ◽  
School Mathematics ◽  
High School Mathematics ◽  
School Teachers ◽  
History Of ◽  
Greek Mathematics

The course in history of mathematics is given this year at Whitman College two hours a week for sixteen weeks to a class of five juniors and seniors, all of whom are planning on teaching high school mathematics.

Connecting Research to Teaching: Do Teachers Need to Incorporate the History of Mathematics in Their Teaching?

2003 ◽  
Vol 96 (6) ◽  
pp. 416-421 ◽  
Author(s):  
Po-Hung Liu
Keyword(s):  
High School ◽  
Mathematics Education ◽  
Empirical Evidence ◽  
High School Teachers ◽  
Mathematics Curriculum ◽  
History Of Mathematics ◽  
School Mathematics ◽  
School Teachers ◽  
History Of ◽  
Definition Of

The merits of incorporating history into mathematics education have received considerable attention and have been discussed for decades. Still, before taking as dogma that history must be incorporated in mathematics, an obvious question is, Why should the history of mathematics have a place in school mathematics? Answering this question is difficult, since the answer is subject to one's personal definition of teaching and is also bound up with one's view of mathematics. Fauvel's (1991) list of fifteen reasons for including the history of mathematics in the mathematics curriculum includes cognitive, affective, and sociocultural aspects. My purpose in this article is not to provide complete and satisfactory answers but rather, on the basis of theoretical arguments and empirical evidence, to attempt to pinpoint worthwhile considerations to help high school teachers think about what history really can do for the curriculum and for their teaching.

scholarly journals SUSTAINABLE DEVELOPMENT FROM HIGH SCHOOL TEACHERS’ PERSPECTIVE

2020 ◽  
pp. 131
Author(s):  
Tamara Vukić
Keyword(s):  
High School ◽  
Sustainable Development ◽  
High School Teachers ◽  
Role Models ◽  
Education For Sustainable Development ◽  
School Teachers ◽  
The Sustainable Development ◽  
Modern School ◽  
Daily Behavior ◽  
And Behavior

The goal of education for sustainable development, that is, the development of awareness and responsibility towards the environment, the adoption of values and principles such as justice, equality, peace, democracy, and encouraging students to change their personal lifestyle and adhere to the principles of sustainable development in their daily behavior cannot be achieved only through the education “about” sustainable development – there is a need for the education “for” sustainable development, whose main carriers are the teachers of the modern school. Given that the teachers are the role models, the source of information and knowledge, educators, that is, someone who is in direct contact with the students, i.e. present generations, whose attitudes and behavior should be shaped in accordance with the sustainable development, it is of great importance to explore their attitudes towards sustainable development and education for sustainable development. Accordingly, the research is focused on the sustainable development from the high school teachers’ perspective, with the aim of finding out whether the teachers are familiar with the concept of sustainable development, whether their daily behavior is sustainable, how they perceive the education for sustainable development, the position of sustainable development within the educational system, and their personal competence for working in this area.

The Mathematics of the Sundial

1936 ◽  
Vol 29 (6) ◽  
pp. 295-303
Author(s):  
LaVergne Wood ◽  
Frances Mack Lewis
Keyword(s):  
High School ◽  
Elementary Mathematics ◽  
Senior High School ◽  
School Mathematics ◽  
Plane Geometry ◽  
High School Mathematics ◽  
The Arts ◽  
New Material ◽  
Outstanding Work

Miss Vevia Blair,1 for many years Head of the Department of Mathematics in the Horace Mann High School for Girls, did outstanding work experimenting with new material in senior high school mathematics. She brought her unusual imagination and originality to bear on the problems of unifying the different branches of elementary mathematics, coordinating mathematics with other subjects, using the arts to make mathematics and its history vivid and satisfying, and presenting the material of elementary mathematics as a means to some immediate accomplishment. She believed that the cultural obon the Sundial, she envisioned as an outlet for the knowledge gained in the study of demonstrative plane geometry, and as a means of fulfilling the objectives which she felt to be so important.

A Pôlya Sampler

1995 ◽  
Vol 88 (3) ◽  
pp. 196-199
Author(s):  
Rose Sinicrope
Keyword(s):  
High School ◽  
High School Teachers ◽  
Mathematics Teachers ◽  
National Science Foundation ◽  
Mathematics Students ◽  
High School Mathematics ◽  
School Teachers ◽  
Mathematical Association ◽  
National Science ◽  
Teachers And Students

On 1 June 1990, the Mathematical Association of America dedicated the Pôlya Building. In her account of the dedication ceremony, Maureen A. Callanan wrote, “[T]he participants demonstrated that Polya’s influence and reputation have extended not only to high school mathematics teachers and established NSF [National Science Foundation] scientists, but also to the mathematics students of the 1990s” (1990, 2). Who was George Polya that he has been honored by mathematicians and has influenced scientists, high school teachers, and students of mathematics?

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