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.

Sixteenth Summer Meeting University of California, Los Angeles Campus August 19, 20, 21, 22, 1956

1956 ◽  
Vol 49 (5) ◽  
pp. 412
Keyword(s):  
High School ◽  
Teacher Education ◽  
Los Angeles ◽  
Senior High School ◽  
School Mathematics ◽  
University Of California ◽  
High School Mathematics ◽  
College Mathematics ◽  
Senior College

The program which is now being planned for this summer meeting of N.C.T.M. in Los Angeles will include general sessions addressed by nationally known speakers, a banquet, a luncheon, and many sectional meetings. These meetings should be of interest to teachers of elementary arithmetic, and junior and senior high school mathematics, as well as to teachers of junior and senior college mathematics. Special sections will also deal with aspects of teacher education in mathematics.

So-called Shortcuts Often Cause Confusion

1947 ◽  
Vol 40 (2) ◽  
pp. 62-64
Author(s):  
Edith L. Mossman
Keyword(s):  
High School ◽  
Senior High School ◽  
School Mathematics ◽  
Eighth Grade ◽  
First Year ◽  
High School Mathematics ◽  
College Mathematics ◽  
Algebra Theory ◽  
And Algebra

In arithmetic through the eighth grade and in first year algebra, is not the thorough understanding of fundamental principles of first importance? That this need of first importance has not been generally taken care of, is evidenced in many ways: (1) Such reports as that given by Admiral Nimitz, pointing out the weakness of our boys in junior and senior high school mathematics. (2) J. Kadushin's statements about the inability of men in the factories to handle simplest work in fractions, and their fear of taking any course in mathematics. (3) Constant complaint from teachers of physics, chemistry and algebra theory as to ignorance of the formula: what it is, what can and cannot be done to it. (4) The experience of much tutoring going on in universities, showing that great numbers have trouble with college mathematics because they did never really understand their work in arithmetic and algebra.

Geodesic Domes by Euclidean Construction

1978 ◽  
Vol 71 (7) ◽  
pp. 582-587
Author(s):  
Magnus J. Wenninger
Keyword(s):  
High School ◽  
Mathematics Teacher ◽  
Senior High School ◽  
School Mathematics ◽  
Vector Analysis ◽  
High School Mathematics ◽  
Geodesic Domes ◽  
Coordinate Geometry

In the February 1977 issue of the Mathematics Teacher, Fred Blaisdell and Art Indelicato coauthored an article entitled “Finding Chord Factors of Geodesic Domes.” Their approach involved threedimensional coordinate geometry and vector analysis, and the opinion was expressed that “the mathematics of geodesic domes is well within the capability of most senior high school mathematics analysis classes.”

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.

scholarly journals Senior high school mathematics teachers’ perception and use of assessment in the classroom

2019 ◽  
Vol 15 (2) ◽  
pp. 43-54
Author(s):  
Mavis Okyere ◽  
Ernest Larbi
Keyword(s):  
High School ◽  
Mathematics Teachers ◽  
Teaching And Learning ◽  
Classroom Assessment ◽  
Senior High School ◽  
School Mathematics ◽  
Educational Goals ◽  
High School Mathematics ◽  
Use Of Assessment ◽  
High School Mathematics Teachers

The study investigated senior high school mathematics teachers’ perception and practices of classroom assessment since assessment is considered a critical tool for assessing the achievement of learning objectives in particular and educational goals in general. The study adopted a mixed-methods design. Sixty-two mathematics teachers were sampled from the selected schools to participate in the study. The instrument used in the data collection was a questionnaire. The internal consistency of the instrument designed had a calculated Cronbach alpha reliability coefficient of 0.74. The quantitative data gathered were analysed using descriptive statistics. The results from the study revealed that mathematics teachers had a positive perception about classroom assessment as most of them indicated that assessment is a tool to inform teaching and learning. There were, however, few teachers who still had a negative perception about assessment. Their reasons being that assessment had always been a tool for assigning grades and also used to promote students, hence had little benefit to teaching and learning process. The study also showed that the mathematics teachers’ practices of classroom assessment did not match up to the views they held about classroom assessment. Retraining of teachers through seminars and workshops were therefore recommended.

Articulation of Junior and Senior High-School Mathematics

1921 ◽  
Vol 14 (2) ◽  
pp. 88-94
Keyword(s):  
High School ◽  
Senior High School ◽  
The Body ◽  
School Mathematics ◽  
Human Anatomy ◽  
High School Mathematics

Articulation while only a borrowed and a figurative word still implies the joining of things more or less distinct though as closely “articulated” as the arm and the body in human anatomy.

Senior High School Mathematics Differentiated According to What Needs?

1946 ◽  
Vol 39 (6) ◽  
pp. 288-289
Author(s):  
Margaret McAlpine
Keyword(s):  
High School ◽  
Senior High School ◽  
School Mathematics ◽  
High School Mathematics

We have been hearing a great deal lately about mathematics in the senior high school differentiated according to needs. What are these needs of senior high school pupils? How can they he determined?

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.

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