Ungraded Classes for Superior Pupils

1944 ◽  
Vol 37 (2) ◽  
pp. 81-83
Author(s):  
Burr D. Coe
Keyword(s):  
High School ◽  
Plane Geometry ◽  
Spherical Trigonometry ◽  
Elementary Algebra ◽  
Solid Geometry ◽  
Intermediate Algebra

Elementary algebra, plane geometry, intermediate algebra, plane and spherical trigonometry, solid geometry, and advanced algebra are all being studied in the same room at the same time. Sounds something like a one-room country school, doesn't it? This is being done by a group of mentally superior pupils in two ungraded classes (taught by the writer) at Monroe High School.

Flying High

1944 ◽  
Vol 37 (1) ◽  
pp. 17-19
Author(s):  
Lillian Moore
Keyword(s):  
Armed Forces ◽  
Plane Geometry ◽  
Spherical Trigonometry ◽  
Elementary Algebra ◽  
Intermediate Algebra ◽  
Aerial Navigation

Why do we not capitalize on the absorbing interest of youth in flying? The armed forces want boys who have a thorough knowledge of the fundamentals of mathematics. Such a foundation can be given through a course in aerial navigation. First, it is assumed that boys who are interested in becoming aviation cadets and girls who wish to be future WASPS are intellectually superior pupils; hence they should have completed two years of mathematics, including elementary algebra and plane geometry, and either have completed or be studying simultaneously intermediate algebra. If possible, a term of plane and spherical trigonometry should be a prerequisite. With such a background pupils are eligible for an elementary course in aerial navigation, which will prove to be a magic carpet transporting both pupils and instructor to the enchanted realm of planes, flights and pilots.

A Maintenance Program for Tenth Grade Mathematics

1932 ◽  
Vol 25 (4) ◽  
pp. 204-208
Author(s):  
C. C. Pruitt
Keyword(s):  
High School ◽  
School Curriculum ◽  
Senior High School ◽  
Plane Geometry ◽  
High School Curriculum ◽  
Solid Geometry ◽  
Maintenance Program ◽  
Tenth Grade

Probably no subject in the high school curriculum is receiving more attention today than that of plane geometry in the tenth grade. Much of this attention is directed towards the possibility of fusing plane and solid geometry into one course. From this situaation, one would infer that all is not well in either the field of plane geometry or that of solid, with probability in both. I think all teachers of mathematics in the senior high school are agreed that the teaching of plane geometry has not advanced to the point where we are satisfied with the results obtained.

Coda

2021 ◽  
Vol 50 (4) ◽  
pp. 619-621
Author(s):  
Michael Silverstein
Keyword(s):  
High School ◽  
Spherical Trigonometry ◽  
Solid Geometry ◽  
Prep Schools

These interesting situations in which generics play a key role in interactional pragmatics sparked my memory of solid geometry and spherical trigonometry class at Stuyvesant High School in the early 1960s. Each morning our instructor, the somewhat irascible Mr. Burns, would start off by asking a question on the day's material, calling for a response by ‘[student surname]’. Stuyvesant, in those days an all-male institution, functioned, like prep schools, on a surname basis for both reference and address; the teachers’ names were prefaced by Mr. or Mrs. or Miss, while student names had no prefixed title.

Advantages of A General Course in Mathematics for the First Two Years in High School

1923 ◽  
Vol 16 (7) ◽  
pp. 421-424
Author(s):  
Louis A. McCoy
Keyword(s):  
High School ◽  
Subject Matter ◽  
Plane Geometry ◽  
School Work ◽  
Solid Geometry ◽  
One Year

Shall we have a general course in mathematics for the first two years in high school, or shall we stick to the time-honored one year of algebra and one year of plane geometry? By the general course we mean a course, unified as far as possible from the standpoint of subject-matter, coherently connected, and consisting of some arithmetic, some algebra, some plane geometry, a little solid geometry, and the idea and the use of the function in numerical trigonometry. If there be any justification for such a course, it must be that it can do more for a pupil, give him better equipment, and more power, so that he can take his place as an intelligent member of the community if he should leave school, or be a greater aid to him should he continue his school work in preparation for college.

Discussion

1926 ◽  
Vol 19 (6) ◽  
pp. 373-374
Author(s):  
P. Stroup
Keyword(s):  
High School ◽  
Junior High School ◽  
Junior High ◽  
Plane Geometry ◽  
Solid Geometry ◽  
Mathematics Section ◽  
State Educational

In the Mathematics section of the Ohio State Educational Conference at Columbus, April 9, 1926, Miss Marie Gugle of that city read a paper on the above subject. A change suggested was that the extended teaching of intuitive geometry in the Junior High School be taken advantage of by spending less time on demonstrative plane geometry in the tenth year and thus make room for solid geometry as a part of that year's work. The high school course would then be completed with the customary algebra, some analytics and trigonometry.

Mathematics in Our Schools and Its Contribution to War

1943 ◽  
Vol 36 (7) ◽  
pp. 310-311
Author(s):  
Sophia H. Levy
Keyword(s):  
High School ◽  
Secondary Schools ◽  
High School Graduates ◽  
Secondary Mathematics ◽  
Large Drop ◽  
Elementary Algebra ◽  
Intermediate Algebra ◽  
University Enrollment ◽  
One Year ◽  
The University

Until a year ago, statements that our high school graduates could not do arithmetic were dismissed as of no consequence, in fact, were almost not believed. But Admiral Nimitz's letter concerning the failures in arithmetic tests given recruits entering the Navy, coming as it did at the very beginning of the War, got people more “arithmetic minded” in a few weeks than had all the efforts of teachers of mathematics in our secondary schools and colleges in nearly twenty years. Suddenly arithmetic has been revived. Suddenly there has been a large increase in the number taking courses in mathematics in the secondary schools. Suddenly there has been a large increase in the number taking courses in secondary mathematics at the University. During the semester now closing we have had 3600 students in our department as against 3000 one year ago. This is an increase of 20%, though our University enrollment dropped from 15,000 to 11,000, and enrollment in advanced courses in mathematics suffered a large drop during the same interval. We have had 1100 people taking courses in secondary mathematics. We have had 500 taking intermediate algebra with background of but one year of elementary algebra.

Trignometry in the High School

1932 ◽  
Vol 25 (5) ◽  
pp. 303-308
Author(s):  
H. W. Bailey
Keyword(s):  
High School ◽  
Plane Geometry ◽  
University Of Illinois ◽  
Solid Geometry ◽  
The University

Introduction.—The University of Illinois has had for many years a two hour course in trigonometry, known to several thousand present and former students as Mathematics 4; the prerequisites are one unit of algebra and one unit of plane geometry. In the fall of 1924 there was introduced a two hour course in advanced trigonometry, called Mathematics 5. The prerequisites for this course are one and one-half units of algebra, one unit of plane geometry, one-half unit of solid geometry, and one-half unit of trigonometry or Mathematics 4. The experience of the department with this latter course forms the basis of my remarks.

Mathematics and Christmas

1944 ◽  
Vol 37 (8) ◽  
pp. 363-364
Author(s):  
Kate Bell
Keyword(s):  
High School ◽  
Geometric Construction ◽  
Plane Geometry ◽  
Christmas Tree ◽  
Solid Geometry ◽  
Geometry Class ◽  
Medium Weight ◽  
Mathematics Department

In December, 1934 the large Christmas tree which always stood in the front hall of our high school each year was without a sponsor. The classes in solid geometry had been making some interesting models of star polyhedrons and a pupil in one of the plane geometry classes had turned in a decorated ornament based on plane five pointed stars. These two things inspired the plan to have the decorating of the tree sponsored by the mathematics department. The solid geometry class took the lead and made themselves responsible for placing the decorations on the tree and supplying the lighting as well as for making contributions of ornaments. Everyone joined in to help. Tablet backs and any pasteboard of medium weight were used in making the forms. The pupils who understood geometric construction used that technique, the younger ones used protractors and compasses. Stars of all kinds, crescents, tetrahedrons, long slim pyramids masquerading as icycles, and geometric snowmen were drawn and cut out. Pennies were collected to buy show card paint and tinsel and then the decorating began.

scholarly journals III. On abstract geometry

1870 ◽  
Vol 18 (114-122) ◽  
pp. 122-123
Keyword(s):  
General Theory ◽  
Linear Function ◽  
Rational Functions ◽  
Plane Geometry ◽  
System Of Equations ◽  
Fundamental Notion ◽  
Solid Geometry

I submit to the Society the present exposition of some of the elementary principles of an Abstract m -dimensional geometry. The science presents itself in two ways,—as a legitimate extension of the ordinary two- and threedimensional geometries; and as a need in these geometries and in analysis generally. In fact whenever we are concerned with quantities connected together in any manner, and which are, or are considered as variable or determinable, then the nature of the relation between the quantities is frequently rendered more intelligible by regarding them (if only two or three in number) as the coordinates of a point in a plane or in space; for more than three quantities there is, from the greater complexity of the case, the greater need of such a representation; but this can only be obtained by means of the notion of a space of the proper dimensionality; and to use such representation, we require the geometry of such space. An important instance in plane geometry has actually presented itself in the question of the determination of the curves which satisfy given conditions: the conditions imply relations between the coefficients in the equation of the curve; and for the better understanding of these relations it was expedient to consider the coefficients as the coordinates of a point in a space of the proper dimensionality. A fundamental notion in the general theory presents itself, slightly in plane geometry, but already very prominently in solid geometry; viz. we have here the difficulty as to the form of the equations of a curve in space, or (to speak more accurately) as to the expression by means of equations of the twofold relation between the coordinates of a point of such curve. The notion in question is that of a k -fold relation,—as distinguished from any system of equations (or onefold relations) serving for the expression of it,—and giving rise to the problem how to express such relation by means of a system of equations (or onefold relations). Applying to the case of solid geometry my conclusion in the general theory, it may be mentioned that I regard the twofold relation of a curve in space as being completely and precisely expressed by means of a system of equations (P = 0, Q = 0, . . T = 0), when no one of the func ions P, Q, ... T, as a linear function, with constant or variable integral coefficients, of the others of them, and when every surface whatever which passes through the curve has its equation expressible in the form U = AP + BQ ... + KT., with constant or variable integral coefficients, A, B ... K. It is hardly necessary to remark that all the functions and coefficients are taken to be rational functions of the coordinates, and that the word integral has reference to the coordinates.

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