Let's Face the Facts

1937 ◽  
Vol 30 (2) ◽  
pp. 56-62
Author(s):  
Harl R. Douglass
Keyword(s):  
High School ◽  
Subject Matter ◽  
School Curriculum ◽  
School Mathematics ◽  
High School Mathematics ◽  
High School Curriculum ◽  
Great Mass

For a generation there has been con siderable ferment with respect to the place and content of mathematics in the high school curriculum. Two central issues have been prominent: (1) Does mathematics as now taught constitute a more suitable content for the education of the great mass of high school pupils than other subject matter which might be substituted in its place? (2) Should thecontentof high school mathematics be thoroughly re-organized?

A Problem-solving Component for Junior High School Mathematics

1986 ◽  
Vol 34 (2) ◽  
pp. 14-17
Author(s):  
Roger P. Day
Keyword(s):  
High School ◽  
Problem Solving ◽  
Junior High School ◽  
Junior High ◽  
Eighth Graders ◽  
School Curriculum ◽  
School Mathematics ◽  
High School Mathematics ◽  
High School Curriculum ◽  
Mind Set

While teaching junior high school mathematics at the Stavanger American School in Norway. I sensed the need to challenge the students' perceptions of mathematics. The seventh and eighth graders seemed most concerned with producing correct answers. They saw little need for questioning, evaluating, checking, and comparing. They simply wanted to be shown “how to do it.” I set out to implement a problem-solving component within the structure of the junior high school curriculum that would alter this. “right-wrong-produce an anwer” mind set. This article reports my experience and sets forth ideas that may work for you.

Sound Off!: Beyond Topics: Benchmarks for Judging a High School Curriculum

2011 ◽  
Vol 104 (7) ◽  
pp. 486-488
Author(s):  
Al Cuoco ◽  
E. Paul Goldenberg
Keyword(s):  
High School ◽  
Mathematics Teacher ◽  
School Curriculum ◽  
School Mathematics ◽  
High School Mathematics ◽  
High School Curriculum ◽  
The Subject

In a recent “Sound Off” in Mathematics Teacher, Robert Reys and Rustin Reys (2009) contrasted two curricular approaches, what they called “subjectbased” and “integrated.” They came down heavily in favor of the latter, arguing that many of the difficulties that students have with high school mathematics are consequences of the subject–based organization.

Interpretation of “College Preparation” by Individual Teachers of High School Mathematics

1947 ◽  
Vol 40 (8) ◽  
pp. 377-380
Author(s):  
H. C. Trimble
Keyword(s):  
High School ◽  
High Schools ◽  
Curriculum Reform ◽  
Representative Sample ◽  
College Preparation ◽  
College Teaching ◽  
School Curriculum ◽  
School Mathematics ◽  
High School Mathematics ◽  
High School Curriculum

The idea that pressure from the colleges has been a serious obstacle in the way of curriculum reform in the high school is a familiar one. Last spring I had an opportunity to visit a representative sample of Iowa high schools. Because I am employed in college teaching, and because I have heard so much about college domination of high school curriculum, I kept looking for evidences of the influence of the college in shaping the thinking of high school people.

The NCTM High School Curriculum Project: Why It Matters to You

2009 ◽  
Vol 103 (3) ◽  
pp. 164-166
Author(s):  
W. Gary Martin
Keyword(s):  
High School ◽  
Problem Solving ◽  
School Curriculum ◽  
School Mathematics ◽  
Sense Making ◽  
High School Mathematics ◽  
High School Curriculum ◽  
Future Success ◽  
Curriculum Project ◽  
Principles And Standards

The message of Focus in High School Mathematics: Reasoning and Sense Making, NCTM's new (2009) publication on high school mathematics, is simple: Reasoning and sense making provide a focus for high school mathematics that will give students a foundation for their future success. This focus continues NCTM's emphasis on mathematical processes that stretches back to the central emphasis placed on problem solving in An Agenda for Action (NCTM 1980) and forward to the Process Standards of Principles and Standards for School Mathematics (NCTM 2000).

The Double Track Plan of High School Mathematics

1943 ◽  
Vol 36 (2) ◽  
pp. 57-61
Author(s):  
Harl R. Douglass
Keyword(s):  
High School ◽  
School Curriculum ◽  
School Mathematics ◽  
College Preparatory ◽  
School Age ◽  
High School Mathematics ◽  
High School Curriculum ◽  
Quarter Century ◽  
Prep Schools ◽  
Double Track

The prevailing high school curriculum in mathematics was formulated very much much as it now exists in the quarter century immediately following the Civil War—1865-1890. In 1890 there were about 250,000 boys and girls in high school—about one in ten of all youth of high school age. Less than three percent of young people were graduating from high school between 1880 and 1890. High schools were almost always looked upon as “prep” schools for “getting” the “bright boys” ready for college. The present high school curriculum in high school mathematics was built for those few who went on—the alber pupils, the college preparatory pupil, the future engineer, physicist, and teacher.

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.

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.

Editorial comment: As we read

1967 ◽  
Vol 14 (7) ◽  
pp. 547-548
Author(s):  
James E. Inskeep
Keyword(s):  
High School ◽  
Elementary School ◽  
Junior High School ◽  
Junior High ◽  
School Teacher ◽  
School Curriculum ◽  
First Year ◽  
High School Mathematics ◽  
High School Curriculum ◽  
Basic Ideas

The modern elementary school teacher deals easily with number sentences, inequalities, and other basic ideas for expressing the characteristics of number relationships. Such an expression as 4 + □ = 7 is common in most primary-grade classrooms. Ideas of negative integers are not unfamiliar to the elementary school pupil. Solution sets cover many a junior high school mathematics class chalkboard. These ideas are not difficult and seem quite natural in the context of the elementary- junior high school curriculum. But, when I went to school, we called it algebra! And we called it algebra in the first year of high school! No sooner.

Changes in Subject Matter and Method to Fit Different Ability Groups in Mathematics

1924 ◽  
Vol 17 (8) ◽  
pp. 495-499
Author(s):  
Lillis Price
Keyword(s):  
High School ◽  
High Schools ◽  
Subject Matter ◽  
School Mathematics ◽  
Plane Geometry ◽  
High School Mathematics ◽  
Ability Groups

In presenting the changes in subject matter and method needed to fit different ability groups in high school mathematics, I am compelled to limit my discussion to the work of the first two years as carried on in the majority of schools: namely, freshman algebra and plane geometry. My experience with ability groups limits me to this field and since a large number of high schools make two years of mathematics required for graduation, it is the field where different ability groups are most needed and the field in which I feel you would be most interested.

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