scholarly journals High School Mathematics Club

1933 ◽  
Vol 26 (2) ◽  
pp. 70-76
Keyword(s):  
High School ◽  
School Mathematics ◽  
The Other ◽  
High School Mathematics ◽  
Class A ◽  
Mathematics Class

Fellow Students of Mathematics: A wise old observer has remarked that there is as much difference in folks as there is in anybody. Take the cases of A and B. These impersonal names are used for typical members of any mathematics class. A (Alice or Arthur) comes to the teacher with the request “Can't you find us some harder originals? Even father could do all that you assigned for last night.” B (Betty or Bernard) closes the book just before recitation and sighs audibly “There, if he calls on me early and lets me alone, I can prove his parallelograms equal but, if he makes me stop to give reasons, I'm sunk.” Scattered between A and B are the other members of the class, not so ambitious as to want to do much more than was called for, and not so stupid as to believe that mathematics can be mastered by memorizing a textbook. This talk is an attempt to show that a well-conducted mathematics club will have something of value for all kinds of pupils.

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.

Sound Off!: Two High School Mathematics Curricular Paths—Which One to Take?

2009 ◽  
Vol 102 (8) ◽  
pp. 568-570
Author(s):  
Robert Reys ◽  
Rustin Reys
Keyword(s):  
High School ◽  
High Schools ◽  
School Mathematics ◽  
The Other ◽  
High School Mathematics ◽  
Specific Subject ◽  
Course Sequences ◽  
Organizational Choice ◽  
Mathematics Course

High schools are requiring students to complete more years of mathematics in order to graduate (Reys et al. 2007). This requirement raises several questions for schools, teachers, students, and parents. In particular, what mathematics should students study, and how should that mathematics be organized? High school mathematics programs today use two different mathematics course sequences. One sequence focuses each course on a specific subject (algebra, geometry, algebra, or precalculus), while the other integrates mathematical strands throughout each course. Choosing between subject-based and integrated course sequences stimulates discussions about-and often controversy over—which organizational choice is best and for whom.

Devices for the Mathematics Classroom: Finding distances with the telemeter

1955 ◽  
Vol 48 (7) ◽  
pp. 473-475
Author(s):  
Herbert J. Schiff
Keyword(s):  
High School ◽  
Mathematics Classroom ◽  
School Mathematics ◽  
Horizontal Distance ◽  
High School Mathematics ◽  
Mathematics Class

The telemeter is an instrument which may be used to estimate the horizontal distance between two points. Its construction depends on the application of concepts from trigonometry, but the instrument itself may be used in almost any high school mathematics class.

The Big Loser

1999 ◽  
Vol 92 (3) ◽  
pp. 208-213
Author(s):  
Daniel Marks
Keyword(s):  
High School ◽  
School Mathematics ◽  
High School Mathematics ◽  
Short And Long Term ◽  
The Subject ◽  
Mathematics Class

The identity of the team in greatest jeopardy of becoming the big loser is the subject of this article. This article explores several facts about the big loser, offering them in a hierarchy that may be appropriate for creating various short– and long–term projects for a high school mathematics class.

Implementing the Professional Standards for Teaching Mathematics: External and Internal Characteristics of Learning Environments

1996 ◽  
Vol 89 (2) ◽  
pp. 112-115
Author(s):  
Suzanne H. Chapin ◽  
Kristen E. Eastman
Keyword(s):  
High School ◽  
Learning Environments ◽  
School Mathematics ◽  
Professional Standards ◽  
Teaching Mathematics ◽  
High School Mathematics ◽  
Mathematics Class

Mr. Dunn, a professional surveyor, has been invited to speak to a high school mathematics class.

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