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.

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.

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?

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).

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.

Using Special Interests to Stimulate the Study of Mathematics

1948 ◽  
Vol 41 (7) ◽  
pp. 309-310
Author(s):  
Ida Mae Heard
Keyword(s):  
High School ◽  
School Mathematics ◽  
College Preparatory ◽  
High School Mathematics ◽  
Special Interests ◽  
Traditional Course ◽  
The Subject ◽  
Course Of Study

The original traditional course in high school mathematics was college preparatory in nature. The teacher's time was largely spent in trying to pour facts into the youngsters rather than in drawing the youngsters out or in leading them toward the subject. If a student failed to pass the work, his failure was said to be caused by any of the following: a lack of application, stubborness, or laziness. This course of study made little provision for different interests, different abilities, or different needs.

An Approach to Euclidean Geometry through Vectors

1966 ◽  
Vol 59 (3) ◽  
pp. 218-235
Author(s):  
Steven Szabo
Keyword(s):  
High School ◽  
Secondary School ◽  
Vector Space ◽  
Euclidean Geometry ◽  
Mathematics Curriculum ◽  
School Curriculum ◽  
Ninth Grade ◽  
School Mathematics ◽  
High School Curriculum ◽  
Secondary School Mathematics

Among the central ideas in mathematics today is the notion of a vector space. This concept has many applications in algebra, geometry, and analysis. In addition to its applications, the concept of a vector space can serve to relate the study of algebra and geometry in the secondary school mathematics curriculum. For the most part, the studies of algebra and geometry in the high school curriculum are not at all related. In fact, it is the case in many instances that the study of geometry turns out to be merely a strange interlude between the study of algebra in the ninth grade and the continued study of algebra in the eleventh grade.

Causes for Failure in Senior High School Mathematics and Suggested Remedial Treatment

1934 ◽  
Vol 27 (8) ◽  
pp. 409-411
Author(s):  
Barnet Rudman
Keyword(s):  
Social Sciences ◽  
High School ◽  
School Curriculum ◽  
Foreign Languages ◽  
High School Mathematics ◽  
Mathematical Skills ◽  
High School Curriculum ◽  
School Subjects ◽  
The Social ◽  
The Many

Pupils fail in algebra and geometry because they do not apply themselves, because they have poor study habits, because they are unable or unwilling to give sustained attention, because they lack special preparation—they fail, in short, as a result of the many negative influences that militate against achievement everywhere in the high school curriculum. So, too, does inadequate teaching take its toll in the exact sciences as it does in the social sciences or foreign languages. That the percentage of failures is generally higher in mathematics than in other high school subjects is probably due not to additional specific causes but rather to the nature of mathematical skills on which the same causes are apt to leave more profound and far-reaching effects.

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