A Reply to Mr. Nygaard

1942 ◽  
Vol 35 (4) ◽  
pp. 179-181
Author(s):  
Norman N. Royall
Keyword(s):  
Mathematics Teacher ◽  
Plane Geometry ◽  
National Council ◽  
School Year ◽  
Student Chapter ◽  
Group I

I have read, with ever increasing incredulity, an article in the October (1941) issue of The Mathematics Teacher entitled “A Functional Revision of Plane Geometry” by P. H. Nygaard. Mr. Nygaard's article is such a glaring example of the type of discussion which finds its way into print today to the mortal harm of sound instruction in mathematics that I can not let it pass unchallenged. We have here at Winthrop a student chapter of the National Council of Teachers of Mathematics into the hands of whose members there comes each month during the school year a copy of The Mathematics Teacher. Since I am the faculty sponsor of this group I can for them correct the enors in Mr. Nygaard's essay. The effect of this correction is, however, limited by the range of my voice; therefore, I hope that my reply may have full publicity in The Mathematics Teacher to the end that I may reach the audience afforded to Mr. Nygaard.

Introduction

2006 ◽  
Vol 100 (2) ◽  
pp. 84
Author(s):  
Steve Willoughby
Keyword(s):  
Mathematics Teacher ◽  
Quarterly Journal ◽  
Official Journal ◽  
National Council ◽  
School Year ◽  
Syracuse University ◽  
Annual Publication

The annual publication of the Association of Teachers of Mathematics in the Middle States and Maryland became a quarterly journal called the Mathematics Teacher in 1908. W. H. Metzler, a professor at Syracuse University, served as its editor from its inception until it became the official journal of the newly formed National Council of Teachers of Mathematics in January 1921, with J. R. Clark as the new editor. In 1921, the present monthly schedule of publication for the school year was adopted.

Notes from the Washington Office: State representatives of The National Council of Teachers of Mathematics

1956 ◽  
Vol 49 (4) ◽  
pp. 305-306
Keyword(s):  
Mathematics Teacher ◽  
National Council ◽  
School Year ◽  
State Representatives

During most of its existence the Council has depended upon a group of state representatives. These persons are something like dollar-a-year people, except that they do not even get the dollar. About all the recognition they get is to have their names printed once each year in The Mathematics Teacher. The list of representatives and their addresses for the present school year is given below and on the following page.

Nominations for the 1966 election

1965 ◽  
Vol 12 (7) ◽  
pp. 582-588
Author(s):  
Philip Peak ◽  
Philip S. Jones ◽  
Frank Hawthorne ◽  
Eunice Lewis ◽  
Adrien Hess ◽  
...  
Keyword(s):  
British Columbia ◽  
Board Of Directors ◽  
Mathematics Teacher ◽  
National Council ◽  
The Board Of Directors

The following named persons have been nominated for the indicated offices in the National Council of Teachers of Mathematics by the Nominations and Elections Committee. The Committee's report was approved by the Board of Directors at its August, 1965, meeting in Vancouver, British Columbia. Biographical material and photographs of these nominees will be published in the January, 1966, issues of The Arithmetic Teacher and The Mathematics Teacher.

Research and Teacher Education: In Search of Common Ground

1994 ◽  
Vol 25 (6) ◽  
pp. 608-636 ◽  
Author(s):  
Thomas J. Cooney
Keyword(s):  
Teacher Education ◽  
Mathematics Education ◽  
Mathematics Teacher ◽  
Effective Teachers ◽  
Teacher Educators ◽  
Common Ground ◽  
Fundamental Question ◽  
National Council ◽  
Mathematics Teacher Educators ◽  
Mathematics Educators

Most mathematics educators are involved in the practice of teacher education at some level. Indeed, the field of mathematics education is predicated on the assumption that someone has to be educated to teach mathematics in our schools. This raises the question of what it means to be educated in o rder to become a teacher of mathematics. What kinds of knowledge do teachers need to become effective teachers of mathematics? What sorts of experiences are needed for teachers to acquire this knowledge? A fundamental question for mathematics teacher educators is how the field of teacher education can be conceptualized so that programs and activities can be created to assist in the acquisition of this knowledge. Given the high visibility of standards developed by the National Council of Teachers of Mathematics (NCTM) (NCTM, 1988, 1991, in press), a question of interest to many is, What does it take to develop teachers who can move the field toward realizing these standards?

Algebraic Magic Squares

1921 ◽  
Vol 14 (2) ◽  
pp. 71-77
Keyword(s):  
Mathematics Teacher ◽  
Magic Squares ◽  
School Year ◽  
Intellectual Capacity

There comes a time in the school year, usually during the spring term, when the mathematics teacher becomes convinced that as far as algebra is concerned, he might just as well be teaching so many “wooden Indians.” Those pupils, who are not wholly in a trance, are surreptitiously fondling a baseball glove, while x’s and y’s pass by unheeded. The teacher’s first impulse is to give every one a good shaking in a frantic attempt to close the ever-widening gap between the intellectual capacity of his pupils and the intelligibility of his subject. He realizes something must be done at once, if his class is to learn any more algebra that year.

Membership Campaign

1952 ◽  
Vol 45 (6) ◽  
pp. 415
Keyword(s):  
National Council ◽  
School Year

All members of the National Council of Teachers of Mathematics will be interested to know of and to participate in the membership campaign that has been planned for the coming school year.

What is Wrong With Teachers of Mathematics?

1933 ◽  
Vol 26 (8) ◽  
pp. 455-456
Keyword(s):  
Mathematics Teachers ◽  
Mathematics Teacher ◽  
Short Description ◽  
National Council ◽  
Missionary Work ◽  
Individual Support ◽  
Teacher Needs ◽  
The Individual

The National Council of Teachers of Mathematics needs the individual support of two groups of teachers of mathematics who are not members. The first group consists of those teachers who, according to their own testimony, have never heard of the National Council of Teachers of Mathematics or The Mathematics Teacher, to say nothing of the yearbooks published annually by the Council. If anyone doubts that the situation is serious, let him travel about the country and talk to groups of teachers. It will soon be obvious that some vigorous missionary work needs to be done. Surely no meeting of mathematics teachers of any importance should be held anywhere without someone's giving at least a short description of the work that the Council is trying to do and what a teacher needs to do to become a member of the organization. If reports that come to the office of The Mathematics Teacher are true, many meetings of mathematics teachers are held and not one word is said about the magazine or the yearbooks, and no one is urged to join the Council. The office of The Mathematics Teacher will gladly send subscription blanks describing the work of the Council to anyone who is interested enough in the work we are trying to do to write us about them.

Tips for Beginners: Optional proofs of theorems in plane geometry

1955 ◽  
Vol 48 (8) ◽  
pp. 578-580
Author(s):  
Francis G. Lankford
Keyword(s):  
Mathematics Teacher ◽  
Plane Geometry ◽  
Deductive Proof

This department of The Mathematics Teacher for October contained an article on “Helping Pupils Use Proofs of Theorems in Geometry.” There, some suggestions were given for helping pupils to understand the nature of a deductive proof and to develop the ability to prove theorems independently.

Report on the Second Delegate Assembly

1951 ◽  
Vol 44 (6) ◽  
pp. 436-438
Author(s):  
John R. Mayor
Keyword(s):  
Mathematics Teacher ◽  
National Council ◽  
State Representatives

The Agenda of the Second Delegate Assembly of The National Council of Teachers of Mathematics, held in Pittsburgh, March 29 and 30, 1951, was determined by questions proposed by Affiliated Groups during the year and reported in thissection of The Mathematics Teacher and in the Newsletter of the Affiliated Groups. Among the topics given considerat ion by the Delegates were clarification of requirements for affiliation, relationships between Affiliated Groups and State Representatives, distribution and sharing of materials prepared by the various Groups, problems of publicity, Speakers Bureau, budget of the Committee on Affiliated Groups, possibilities for a traveling exhibit, and contest sponsorship.

The Place of Mathematics in General Education

1948 ◽  
Vol 41 (6) ◽  
pp. 274-277
Author(s):  
Edward A. Cameron
Keyword(s):  
General Education ◽  
Mathematics Teacher ◽  
Liberal Education ◽  
Arithmetic Geometry ◽  
National Council ◽  
Recent Issue ◽  
The Subject

The place of mathematics in general education was discussed at least as long ago as some 2500 years, when the Pythagoreans established the quadrivium of arithmetic, geometry, astronomy, and music, subjects which were to be considered the heart of a liberal education for many centuries. That the subject is still being discussed today can be readily verified by consulting almost any recent issue of The Mathematics Teacher. The Eleventh and Fifteenth Yearbooks of the National Council of Teachers of Mathematics contain much valuable information on the subject under discussion, and I heartily recommend them to any teacher of mathematics who has not yet read them.

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