Enrichment Materials for First-Year Algebra

1939 ◽  
Vol 32 (2) ◽  
pp. 68-77
Author(s):  
David W. Starr
Keyword(s):  
Secondary School ◽  
Spoken Language ◽  
School Curriculum ◽  
First Year ◽  
Mathematical Education ◽  
Select Group ◽  
Mathematical Situation ◽  
Mathematical Thought ◽  
Secondary School Curriculum ◽  
The Subject

The place of mathematics in the secondary school curriculum has been a subject of very much discussion the last few years. Just what are the aims of a mathematical education? Let us paraphrase such aims as suggested by J. H. Minnick. We should give each individual such a knowledge of the subject as will enable him to understand the exactness and force with which mathematics works and the parts which it plays in solving the problems of nature and which makes it possible for man to turn the elements of nature to his own use; we should develop such fundamental concepts as will enable the student to express his thoughts more clearly and to understand written and spoken language more readily; we should give to each student such a knowledge of mathematics as will enable him to carry on the work of his future occupation as it is now conducted, as will serve as a basis for future preparation if progress in his work should demand it, as will enable him to find new and better ways of doing his work and to recognize a mathematical situation when be sees it; we should require of each student sufficient mathematics to determine whether he will profit by further study of the subject and to select those who will probably be leaders in mathematical thought; and of the select group we should give enough mathematics to keep open the door of specialization in mathematics and in fields dependent upon mathematics.1

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.

scholarly journals Introduction of Criminal Law as a Subject in National Secondary Schools

2019 ◽  
Vol 9 (3) ◽  
pp. 32-38
Author(s):  
Ramalinggam Rajamanickam ◽  
Mohd Safri Mohammed Na’aim ◽  
Tengku Noor Azira Tengku Zainudin ◽  
Nur Khalidah Dahlan
Keyword(s):  
Secondary School ◽  
Criminal Law ◽  
School Children ◽  
Academic Research ◽  
School Curriculum ◽  
Post Secondary ◽  
National Education ◽  
Secondary School Curriculum ◽  
The Subject ◽  
Education Act

Abstract National education in Malaysia is governed by the Education Act 1996 (EA 1996) (Act 550). At present, the subject of criminal law is not part of the Malaysian national secondary school curriculum. The lack of it has resulted in students being unable to get adequate and necessary exposure as well as understanding of the subject. It certainly does not coincide with the grim reality that crimes committed by school children are on the rise in Malaysia. This research is qualitative in nature, using a pure legal approach. This research adopted a content analysis method consisting of a detailed analysis of the Education Act 1996 (EA 1996) (Act 550), the Penal Code (Act 574) and the Child Act 2001 (CA 2001) (Act 611). In addition, this research also analyzed various journals and academic research in this area to discuss the importance of teaching criminal law as a subject in schools. The paper concludes that instead of introducing this subject at post-secondary education level, the subject should be considered to be taught earlier in secondary school. Early exposure to the criminal law subject would enable school children to be adequately informed on how the criminal justice system works and its relevant principles and values. This would in consequence create awareness and promote good values for students at a young age, namely the values of respect and adherence to the law which would help them to refrain from committing crimes.

scholarly journals Development of didactic materials and activities on interdisciplinary bases: an example for oil an

2018 ◽  
Vol 14 (3) ◽  
pp. 256-262
Author(s):  
José Sellés-Martínez
Keyword(s):  
Secondary School ◽  
Everyday Life ◽  
Oil And Gas ◽  
School Curriculum ◽  
Natural Sciences ◽  
Teaching Resources ◽  
Secondary School Curriculum ◽  
The Subject

Although the subject “Oil and Gas” is not usually present in the Secondary School Curriculum, it is of interest to students due to its obvious relationships with everyday life, and has been selected to design a series of teaching resources. Not only natural sciences such as Geology, Biology and Chemistry are embedded in the formation and accumulation of petroleum, but also con-stant references to History, Geography and Technology are present when linking together its discovery, exploitation, industrial-ization and use. The materials being produced cover three categories: a reference text to be available in printed and PDF file versions, a portfolio of teaching resources and a website. The first two are described and exemplified. The portfolio also in-cludes examples of published materials, which contain conceptual errors proposing their use to explore misconceptions if used at the beginning of the presentation of the subject in class, or to identify levels of understanding if used at the end.

Mathematics in the Secondary School Curriculum

1946 ◽  
Vol 39 (7) ◽  
pp. 320-324
Author(s):  
Carl G. Norberg
Keyword(s):  
Secondary School ◽  
Present Status ◽  
School Curriculum ◽  
Future Trends ◽  
Secondary Curriculum ◽  
The Past ◽  
Educational Literature ◽  
The Future ◽  
Secondary School Curriculum ◽  
The Subject

The purpose of this paper is to describe the past and present status of mathematics in the secondary curriculum, to consider commonly accepted aims and objectives of the subject, and to a certain degree to note the future trends as revealed in current educational literature.

Where the Importance of Mathematics Need Not Be Taught

1941 ◽  
Vol 34 (5) ◽  
pp. 212-213
Author(s):  
Edna M. Jones
Keyword(s):  
Secondary Education ◽  
Secondary School ◽  
General Education ◽  
Subject Matter ◽  
Progressive Education ◽  
School Curriculum ◽  
Joint Commission ◽  
Education Association ◽  
Secondary School Curriculum ◽  
The Subject

The imperative need for relating mathematics to other subjects without devoting courses merely to the practical, social and business aspects of the subject has been significantly stressed in the national reports of both the Joint Commission on the Place of Mathematics in Secondary Education and the Progressive Education Association on mathematics in General Education. In most place our subject matter is on trial for its places in the secondary school curriculum. But there are exceptions.

Remedial Work in High School Mathematics

1980 ◽  
Vol 73 (1) ◽  
pp. 51-60
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.

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