An Open Letter to Teachers of Mathematics

1944 ◽  
Vol 37 (5) ◽  
pp. 212-214
Author(s):  
A. M. Withers
Keyword(s):  
High School ◽  
High Schools ◽  
School Mathematics ◽  
Foreign Languages ◽  
Open Letter ◽  
High School Mathematics ◽  
Pure Mathematics ◽  
First Time

An important article by Professor Robert A. Hume, “Shall We Be More Practical?” School and Society, January 2, 1943, links together (not for the first time, to be sure) the fortunes of the pure mathematics in the high schools and colleges with those of the ancient and modern languages. We language advocates must never forget, he says in effect, that when educationists swing their cudgels at the heads of algebra and geometry, our own heads are in danger; and by the same token when they “crack down” upon the languages, algebra and geometry and all their kith and kin had better look to themselves. You have yourself no doubt noticed that the writers who belabor high-school mathematics in the lay and professional prints often couple the foreign languages with them as participes criminis.

The Recitation in Mathematics

1924 ◽  
Vol 17 (8) ◽  
pp. 459-470
Author(s):  
Edith Irene Atkin
Keyword(s):  
High School ◽  
High Schools ◽  
Standardized Tests ◽  
School Mathematics ◽  
High School Mathematics ◽  
Homogeneous Groups

Many movements in education are claiming the attention of teachers of mathematics. Some teachers and administrators would make all high school mathematics elective, some are teaching some form of general mathematics, some are emphasizing standardized tests, some have instituted supervised study or instruction by homogeneous groups, and others are working on the content of courses in mathematics for both the junior and the senior high schools. These different movements all indicate an earnest desire on the part of their exponents to help in the solution of educational problems, and every progressive teacher is vitaily interested in the results, either from the standpoint of a participator or an observer.

Sound Off!: Two High School Mathematics Curricular Paths—Which One to Take?

2009 ◽  
Vol 102 (8) ◽  
pp. 568-570
Author(s):  
Robert Reys ◽  
Rustin Reys
Keyword(s):  
High School ◽  
High Schools ◽  
School Mathematics ◽  
The Other ◽  
High School Mathematics ◽  
Specific Subject ◽  
Course Sequences ◽  
Organizational Choice ◽  
Mathematics Course

High schools are requiring students to complete more years of mathematics in order to graduate (Reys et al. 2007). This requirement raises several questions for schools, teachers, students, and parents. In particular, what mathematics should students study, and how should that mathematics be organized? High school mathematics programs today use two different mathematics course sequences. One sequence focuses each course on a specific subject (algebra, geometry, algebra, or precalculus), while the other integrates mathematical strands throughout each course. Choosing between subject-based and integrated course sequences stimulates discussions about-and often controversy over—which organizational choice is best and for whom.

Some Psychological Phases of Student Success in High School Mathematics

1937 ◽  
Vol 30 (7) ◽  
pp. 322-325
Author(s):  
J. Eli Allen
Keyword(s):  
High School ◽  
High Schools ◽  
Student Success ◽  
School Mathematics ◽  
High School Mathematics

In Mathematics just as in any other field of learning, there is today very wide diversity of achievement by the boys and girls in our high schools. This paper is an effort to indicate some of the situations that condition pupils for successful learning of mathematics.

Curriculum Trends in High School Mathematics

1948 ◽  
Vol 41 (2) ◽  
pp. 60-69
Author(s):  
E. R. Breslich
Keyword(s):  
College Students ◽  
High School ◽  
Nineteenth Century ◽  
High Schools ◽  
Mathematics Teachers ◽  
School Mathematics ◽  
Instructional Materials ◽  
College Instructors ◽  
High School Mathematics ◽  
Curriculum Trends

The problem of selecting and organizing instructional materials for high school pupils is as old as the high schools. When these schools came into existence the courses in algebra and geometry then offered in the colleges were moved downward into the lower schools. Unfortunately these subjects had been organized by college instructors for college students and were in no sense planned to meet the needs and abilities of high school pupils. It was to be expected, therefore, that they would need to undergo considerable reconstruction. To the solution of this problem the mathematics teachers of the nineteenth century have devoted a great deal of time and effort.

Students Become Math-Minded through league Influence

1971 ◽  
Vol 64 (3) ◽  
pp. 245-246
Author(s):  
Martha Ann McCormick
Keyword(s):  
High School ◽  
High Schools ◽  
Effective Teaching ◽  
Mathematics Teachers ◽  
School Mathematics ◽  
School Level ◽  
High School Mathematics ◽  
High School Level ◽  
The Road ◽  
On The Road

Can a college stimulate interest in mathematics in the high schools of its area? Can it, encourage more effective teaching at the high school level? Can it create rapport between the high school mathematics teachers and the college mathematics staff? We at Missouri Southern College believe the answer is YES ! We feel the MSC Math League has started us well on the road to achievement of these goals.

Connecting Research to Teaching: Block Scheduling and High School Mathematics Instruction

1996 ◽  
Vol 89 (9) ◽  
pp. 758-768
Author(s):  
Steven L. Kramer
Keyword(s):  
United States ◽  
High School ◽  
British Columbia ◽  
High Schools ◽  
Block Scheduling ◽  
Mathematics Instruction ◽  
The United States ◽  
School Mathematics ◽  
High School Mathematics ◽  
Block Schedules

Block scheduling is not a new phenomenon. It has been widely used in British Columbia, Ontario, and Alberta since the 1970s. In the United States, block schedules have become increasingly popular throughout the 1990s, and currently they are spreading to high schools in many regions.

Changes in Subject Matter and Method to Fit Different Ability Groups in Mathematics

1924 ◽  
Vol 17 (8) ◽  
pp. 495-499
Author(s):  
Lillis Price
Keyword(s):  
High School ◽  
High Schools ◽  
Subject Matter ◽  
School Mathematics ◽  
Plane Geometry ◽  
High School Mathematics ◽  
Ability Groups

In presenting the changes in subject matter and method needed to fit different ability groups in high school mathematics, I am compelled to limit my discussion to the work of the first two years as carried on in the majority of schools: namely, freshman algebra and plane geometry. My experience with ability groups limits me to this field and since a large number of high schools make two years of mathematics required for graduation, it is the field where different ability groups are most needed and the field in which I feel you would be most interested.

High School Mathematics Teachers in the United States

1931 ◽  
Vol 24 (7) ◽  
pp. 409-413
Author(s):  
Earl W. Anderson ◽  
R. H. Eliassen
Keyword(s):  
United States ◽  
High School ◽  
High Schools ◽  
Mathematics Teachers ◽  
Prospective Teachers ◽  
The United States ◽  
School Mathematics ◽  
High School Mathematics ◽  
Specific Subject ◽  
Teaching Of Mathematics

Prospective Teachers and their advisers are often searching for information regarding the extent to which a specific subject is taught in high schools, the degree to which it is combined with other subjects, and what those other subjects are. It was the purpose or this study to bring together such reported findings relative to the teaching of mathematics.

Elementary school and high school mathematics for the colleges?

1958 ◽  
Vol 51 (1) ◽  
pp. 16-17
Author(s):  
M. F. Smiley
Keyword(s):  
High School ◽  
Elementary School ◽  
High Schools ◽  
School Mathematics ◽  
High School Mathematics ◽  
The Past

Today's pressure on college enrollments has forced many colleges to adjust courses much as high schools have done in the past. Can This He Justified?

scholarly journals Attitudes of high school mathematics teachers in Jeddah towards teaching developed mathematics curricula: اتجاهات معلمي الرياضيات للمرحلة الثانوية بمدينة جدة نحو تدريس مناهج الرياضيات المطورة

2021 ◽  
Vol 5 (30) ◽  
pp. 77-103
Author(s):  
Abdul Majeed Hussein Al- Zahrani, Khaled Saeed Al- Zahrani Abdul Majeed Hussein Al- Zahrani, Khaled Saeed Al- Zahrani
Keyword(s):  
High School ◽  
High Schools ◽  
Mathematics Teachers ◽  
Mathematics Curriculum ◽  
School Mathematics ◽  
Years Of Experience ◽  
High School Mathematics ◽  
Academic Qualification ◽  
Mathematics Curricula ◽  
High School Mathematics Teachers

  This study aimed to identify the attitudes of mathematics teachers at high school towards teaching developed mathematics curricula in Jeddah through identifying their attitudes towards: (nature- importance- enjoyment- courses and training programs for developed mathematics curricula as well as the suitability of the developed mathematics curricula with the capabilities of the student). It also aimed to identify the extent of having different attitudes among high school mathematics teachers towards teaching developed mathematics curricula according to the variables (type of qualification- years of experience) and the interaction between the study variables. The study followed the descriptive survey approach and was conducted on (174) mathematics teachers at high schools of the Jeddah City Education Department. The study reached a set of results, the most important of which are: -  Attitudes of high school mathematics teachers towards (the nature of developed mathematics curricula- the importance of developed mathematics curricula- the enjoyment of teaching developed mathematics curricula- training courses and programs- the suitability of the developed mathematics curriculum with the student's abilities) came to a high level. - There were no statistically significant differences in the study sample’s responses about the attitudes of mathematics teachers at high schools towards teaching mathematics curricula developed according to the variables (academic qualification- years of experience). Based on the study findings, the researcher recommended the following: the need to pay more attention to the training in the new mathematics curricula for mathematics teachers; working on providing all possible means to develop training and its methods because of its positive impact on teachers' attitudes towards curricula; developing teachers’ positive attitudes towards improved mathematics curricula by setting up enrichment programs to help mathematics teachers deal with the improved mathematics curriculum.

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