The Art of Teaching A New Department

1937 ◽  
Vol 30 (3) ◽  
pp. 128-129
Author(s):  
Ruth Wilson
Keyword(s):  
High School ◽  
Thomas Jefferson ◽  
School Mathematics ◽  
School Administrator ◽  
High School Mathematics ◽  
Practical Application ◽  
Mathematic Department ◽  
Big Business ◽  
The Public ◽  
Art Of Teaching

Realtzing that many people, even school administrator, regard mathematics beyond arithmetic as a subject with neither cultural nor practical value, we of the mathematic department of Thomas Jefferson High School decided to make the topic of our second annual exhibit: “The Practical Application of Mathematics in Various Occupations and Industries.” We knew that mere statements of facts would receive little attention—there must be something to attract the eye, and we felt that the statements would be more convincing if they came from buiness men. Our first problem, thefore, was to devise a pleasing scheme for getting the attention of the public in order to sell the idea that all high school mathematics is practical and to stimulate appreciation of the fact that nearly all “big business” uses higher mathematics. Our next problem was to secure the cooperation of various business concerns.

Words of Classical Derivation in Common Mathematics Vocabulary

1926 ◽  
Vol 19 (6) ◽  
pp. 343-348
Keyword(s):  
High School ◽  
Public School ◽  
Ohio State University ◽  
School Mathematics ◽  
State University ◽  
High School Mathematics ◽  
The Public ◽  
School Subjects ◽  
Mathematics Vocabulary ◽  
Classical Derivation

By “Common Mathematics Vocabulary” is meant those words which are found in all three branches of high school mathematics, arithmetic, algebra, and geometry. The list of words used here is based upon the work in “The Technical Vocabularies of the Public School Subjects,” by Mrs. Luella Cole Pressey of Ohio State University, as published by the Public School Publishing Co.

The Art of Teaching: Teacher-Pupil Planning in Junior High School Mathematics

1942 ◽  
Vol 35 (8) ◽  
pp. 377
Author(s):  
Bjarne R. Ullsvik
Keyword(s):  
High School ◽  
Junior High School ◽  
Junior High ◽  
School Mathematics ◽  
High School Mathematics ◽  
Way Of Life ◽  
School Activities ◽  
Art Of Teaching ◽  
The Individual

The goal of all school activities, irrespective of the individual pupil or his level of maturity, should be directed toward the perpetuation and fostering of a democracy. The present international situation should place a premium on the democratic way of life, and our schools should rededicate their energies in developing pupils whose characteristics are conducive to a democratic way of life.

The Art of Teaching: Provision for Individual Differences in High School Mathematics Courses

1947 ◽  
Vol 40 (6) ◽  
pp. 294-297
Author(s):  
William Lee
Keyword(s):  
High School ◽  
Individual Differences ◽  
School Mathematics ◽  
High School Mathematics ◽  
Mathematics Courses ◽  
Art Of Teaching

How to maintain satisfactory standards of achievement in high school mathematics courses, as a larger and larger proportion of the population enrolls in high school with consequent lowering of the median ability, has long been recognized as a perplexing problem.

Mathematics and the Reading Process: a Practical Application of Theory

1980 ◽  
Vol 73 (4) ◽  
pp. 253-257
Author(s):  
Margaret Henrichs ◽  
Tom Sisson
Keyword(s):  
High School ◽  
Junior High School ◽  
Junior High ◽  
Reading Program ◽  
School Mathematics ◽  
Reading Process ◽  
High School Mathematics ◽  
Practical Application ◽  
Mathematics Department

A report on how one junior high school mathematics department was involved in a reading program.

Mathematics Examinations: Russian Experiments

2003 ◽  
Vol 96 (5) ◽  
pp. 336-342
Author(s):  
Alexander Karp
Keyword(s):  
High School ◽  
Full Range ◽  
Educational Assessment ◽  
School Mathematics ◽  
Teaching Mathematics ◽  
High School Mathematics ◽  
Teaching Approaches ◽  
Policy Makers ◽  
The Public ◽  
The Subject

The goal of this article is to describe the objectives and methods of Russia's—more precisely, of St. Petersburg's—graduation examinations in high school mathematics. Although some interesting studies have described the experience of other nations (see, e.g., Dossey [1996]), the information is not widely disseminated and possible implications for American practice are not discussed much. However, the attention of both the public and the policy makers is now directed at the need for educational assessment, and other examination systems can serve as working experiments in methods of assessment. Such a comparison does not imply constructing a crude tabular comparison between systems of instruction and examination results or constructing simplistic hierarchies of teaching approaches, since curricula and the focus of teaching vary from one system to another. Our increased awareness of the full range of mathematics now being taught, in both content and pedagogy, should inform our own discussions of these issues. The Russian experience in teaching mathematics is a case in point, and knowledge of this experience might help anyone who is interested in teaching the subject.

“The Art of Teaching”: The High School Mathematics Club

1942 ◽  
Vol 35 (6) ◽  
pp. 275-276
Author(s):  
Orville A. Sullivan
Keyword(s):  
High School ◽  
Mathematics Teacher ◽  
School Mathematics ◽  
Pythagorean Theorem ◽  
High School Mathematics ◽  
Art Of Teaching

In the course of a typical day's classwork the mathematics teacher is asked one or more questions such as, “How can there be any practical use for numbers which are imaginary?” “Could the surveyor measure this distance in any other way?” “How many ways are there for proving the Pythagorean theorem?” “How is pi obtained?”

The Art of Teaching: Colored Chalk Techniques for Basic Mathematics

1948 ◽  
Vol 41 (8) ◽  
pp. 369-371
Author(s):  
Sylvia E. McCurdy
Keyword(s):  
High School ◽  
School Mathematics ◽  
High School Mathematics ◽  
College Board ◽  
Teaching Algebra ◽  
Art Of Teaching

The term “High School Mathematics” to the layman is the cognomen for a series of courses enabling a student to cover their college requirement in the math field. And for many years, because the efficiency of a school was so readily ascertained by college board results in those subjects, the tendency has been for pedagogues, themselves, to concentrate heavily on the techniques of teaching algebra and geometry.

How High Is the Water Tower?

1996 ◽  
Vol 89 (4) ◽  
pp. 274-278
Author(s):  
Richard Alvarez
Keyword(s):  
High School ◽  
Direct Measurement ◽  
Mathematical Analysis ◽  
School Mathematics ◽  
High School Mathematics ◽  
Practical Application ◽  
School Students ◽  
Mathematics Courses ◽  
Good For ◽  
Special Benefit

When are we ever going to need this math?” This question, frequently heard in high school mathematics courses, elicits an interesting, and perhaps unique, response from teachers at one California high school. To experience an indepth practical application of mathematics, the trigonometry and precalculus classes meet at the school's water tower and use some of the mathematics learned in classrooms. Students measure the height of the tower's topmost point, which is not only inaccessible but also invisible from the ground. In the process, they engage in some good teamwork, see how their mathematics courses fit together to facilitate a task that no one course can do alone, observe how mathematics can work around physical obstacles, use their scientific calculators for chained and multistage calculations, and gain a little more appreciation for the physical facilities of their school. Students also see that mathematical analysis can be easier and more accurate than direct measurement or scale drawings. And every time they see the water tower―which is hard to miss—they remember that their mathematics really is good for something. As a special benefit, several interested students help prepare the activity and coach their peers.

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