Ninth Year Mathematics

1947 ◽  
Vol 40 (2) ◽  
pp. 79-83
Author(s):  
Walter H. Carnahan
Keyword(s):  
High School ◽  
Subject Matter ◽  
Early Years ◽  
School Mathematics ◽  
High School Mathematics ◽  
Effective Learning

Many a person whose experiences in high school mathematics, either as student or teacher, date back to the early years of this century longs for those good old days when ninth year mathematics meant the same thing to every one in all schools, namely algebra through quadratics. In those days, there were no doubts about the value of alegbra for every student in the ninth year, no questions raised about adjustment of subject matter to the needs and interests of students, and no suggestions for changed organization of subject matter in the interest of more effective learning.

Let’s Use Trigonometry

1975 ◽  
Vol 68 (2) ◽  
pp. 157-160
Author(s):  
John J. Rodgers
Keyword(s):  
High School ◽  
Subject Matter ◽  
School Mathematics ◽  
High School Mathematics ◽  
Mathematics Courses ◽  
High School Geometry ◽  
School Geometry ◽  
The Subject ◽  
Order Of Presentation

All too often in the teaching of high school mathematics courses, we overlook the inherent flexibility and interdependence of the subject matter. It is easy to fall into the trap of presenting algebra, trigonometry, geometry, and so on, as separate areas of study. It is because they were taught this way traditionally. With relatively minor changes in the order of presentation, we can demonstrate to the student the vital interconnectiveness of mathematics. For example, many courses in high school geometry include a unit on trigonometry. The student learns three trigonometric ratios, namely, the sine, the cosine, and the tangent. He also learns to use the trigonometric tables to solve for an unknown side of a right triangle. Generally this material comes quite late in the year.

Some Proposals Regarding the Preparation for Teaching High School Mathematics

1946 ◽  
Vol 39 (5) ◽  
pp. 200-205
Author(s):  
E. R. Breslich
Keyword(s):  
High School ◽  
Master's Degree ◽  
Early Years ◽  
School Mathematics ◽  
High School Mathematics ◽  
College Mathematics ◽  
Teaching Experiences ◽  
College Graduate ◽  
Related Subject ◽  
A Minor

Those teachers of mathematics whose teaching experiences extend over a period of forty years, or more, can recall how easy it was in the early years of the new century to qualify as a teacher of high school mathematics. A college graduate with a bacherlor's degree, with a sequence in college mathematics, and with a minor in one related subject, such as physics, chemistry, or astronomy, was rated as “well prepared.” If he obtained the recommendation of the department he had no difficulty in securing a position in a good high school. If he continued his studies while in service and acquired a master's degree he was looked upon as unusually well prepared.

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.

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?

The Next Step in Content in Junior High School, Mathematics

1922 ◽  
Vol 15 (1) ◽  
pp. 26-27
Author(s):  
David Eugene Smith
Keyword(s):  
High School ◽  
Junior High School ◽  
Subject Matter ◽  
Junior High ◽  
School Mathematics ◽  
High School Mathematics

The next step relating to subject matter of the Junior High School is really the first step—for we can hardly be said to have taken that as yet.

News Notes

1936 ◽  
Vol 29 (4) ◽  
pp. 197-200
Author(s):  
Woolsey Edith
Keyword(s):  
High School ◽  
Secondary Schools ◽  
Junior High School ◽  
Subject Matter ◽  
Junior High ◽  
History Of Mathematics ◽  
Field Work ◽  
School Mathematics ◽  
Columbia University ◽  
High School Mathematics

At Teachers College, Columbia University, from July 7th to August 14th, in addition to the major course on the teaching and supervision of mathematics and one on the teaching of algebra given by Professor Reeve, the following courses will be offered. By Miss Sutherland: Teaching arithmetic in primary grades, teaching arithmetic in intermediate grades, and professionalized subject matter in junior high school mathematics. By Professor Shuster: Modern business arithmetic and field work in mathematics. By Dr. Sanford: Teaching algebra in junior high schools, and the history of mathematics. By Mr. Smith: Teaching geometry in secondary schools and a demonstration class in plane geometry. By Dr. Swenson: Professionalized subject matter in senior high school mathematics, and a demonstration class in eleventh year mathematics. By Dr. Wolff, visiting professor from Germany: Teaching mathematics in the secondary schools of Germany and the correlation of secondary school mathematics with science and art.

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