Socializing Mathematical Instruction

1948 ◽  
Vol 41 (1) ◽  
pp. 3-7
Author(s):  
Howard F. Fehr
Keyword(s):  
Mathematical Education ◽  
Mathematical Instruction ◽  
Common Heritage ◽  
Mathematics Program ◽  
Types Of Instruction

The statement that all men are created equal has all too often been interpreted to mean that there is only a sameness to humanity, and hence that all men are to have the same of everything in life, the same worldly goods, the same schooling, the same recreation, the same rights and privileges., the same mathematical education. Of course we know this is nonsense, recognizing that all of us differ in endowed talents, in degrees of performance, and in the types of instruction and schooling we should obtain. We must always remember that the essence of democracy is difference, not sameness, and that our schools must provide for this difference. Yet to preserve our democracy we must share a common heritage, a sameness that unites us as one nation, and we must likewise provide for this sameness in our schools. It is in this light that a mathematics program must be devised for the oncoming generation.

International Mathematical Education: The Mathematics Program in Japanese Secondary Schools

1966 ◽  
Vol 59 (6) ◽  
pp. 577-583
Author(s):  
Howard F. Fehr
Keyword(s):  
Secondary School ◽  
Liberal Arts ◽  
Vocational Training ◽  
Mathematics Curriculum ◽  
Fine Arts ◽  
Mathematical Education ◽  
Upper Secondary School ◽  
Lower Secondary School ◽  
Upper Secondary ◽  
Mathematics Program

In Japan, education is compulsory for all children for the first nine school years, of which the first six years are elementary, and the last three years are the lower secondary school. Admission to the subsequent three-year upper secondary school is by examination, and usually 30 to 40 percent of the ninth-year students pass the examination and enter the upper secondary school. The branches of the upper secondary school are liberal arts, vocational training, and music and fine arts, all of which prepare students for university or higher study. This report is concerned with the mathematics curriculum at the lower secondary and the senior high school levels.

Mathematics Recreations

1953 ◽  
Vol 46 (3) ◽  
pp. 185-192
Keyword(s):  
Secondary Schools ◽  
Mathematics Teacher ◽  
Classroom Instruction ◽  
Actual Practice ◽  
Mathematical Education ◽  
Recreational Activities ◽  
Mathematical Instruction ◽  
Illustrative Material

In the January 1953 issue of The Mathematics Teacher this department offered some observations concerning some recreational activities which may be associated with certain specific properties of the principles of system of numeration. Generally, the properties of systems of numeration are not included in the scope of mathematical instruction in the secondary schools. This is unfortunate if not deplorable. Teachers, teachers of teachers, textbook authors, proponents of considerations of pedagogical theories in mathematical education, all of them proclaim their allegiance to the principle that proper and interesting illustrative material is a sine qua non of good classroom instruction. The relation between these proclamations and actual practice may be non-linearly inversely proportional.

Mathematische, historische und didaktische Betrachtungen über die Einlagerungseigenschaft der Zerlegungsgleichheit

2020 ◽  
pp. 115-142
Author(s):  
Ervin Deák
Keyword(s):  
Mathematics Teaching ◽  
Mathematical Reasoning ◽  
Teaching Mathematics ◽  
Mathematical Education ◽  
Mathematical Instruction ◽  
Mathematical Background ◽  
Points Of View ◽  
Greek Mathematics

The present study aims to analyse some special errors in mathematical reasoning concerning a property of the relation “equivalence by dissection” in synthetic geometry (pure geometry). Although this property is of great importance it is regarded as obviousness and its problematic nature is usually concealed in mathematics teaching. This is deeply rooted in the heritage of greek mathematics and proves to be an obstacle to mathematical education. This subject belongs to a particularity of the mathematical background of teaching mathematics; nevertheless, this study includes some ideas both on other (similar) particularities and from different points of view. Classification: A30, B50, B60, CD30, D20, D30, E40. Keywords: Synthetic geometry, measure geometry, equivalence by dissection, mathematical background of mathematical instruction.

Brief Reports: The Effect of Maturation or Education on Sentential Logic

1978 ◽  
Vol 9 (1) ◽  
pp. 67-69
Author(s):  
Kenneth E. Easterday ◽  
Loren L. Henry
Keyword(s):  
Mathematics Education ◽  
Deductive Reasoning ◽  
Mathematical Structure ◽  
Logical Reasoning ◽  
Mathematical Education ◽  
Education Programs ◽  
Or Education ◽  
Sentential Logic ◽  
Mathematics Program

It is generally agreed that logical reasoning is one of the goals of mathematics education programs. For example, the Report of the Commission on Mathematics (1959) stated that the school mathematics program should emphasize. “understanding of the nature and role of deductive reasoning … [and] appreciation of mathematical structure” (p. 33). The two studies reported here were designed to examine what effects maturation and education (mathematical education) have on students' ability to apply notions of sentential logic. Such notions of sentential logic would seem to be necessary, but not sufficient, knowledge for teachers of mathematics at all levels if they are to achieve the goals espoused by CEEB's Commission on Mathematics.

The Future Development of Mathematical Education

1922 ◽  
Vol 15 (8) ◽  
pp. 478-483
Author(s):  
Charles N. Moore
Keyword(s):  
Mathematical Knowledge ◽  
Elementary Mathematics ◽  
School Organization ◽  
Modern World ◽  
Mathematical Education ◽  
Relative Importance ◽  
Mathematical Methods ◽  
Mathematical Instruction ◽  
The World ◽  
Elementary Methods

You have already heard this afternoon of the work of two organizations that have been and are actively interested in the improvement of mathematical education. You have also had presented to you programs for adapting mathematical instruction to the needs of two rather recent types of school organization. It is apparent from this afternoon's discussion alone that the teachers of mathematics here and throughout the country are alive to their opportunities and their responsibilities. They realize the great service to society which they can perform by selecting from the vast store of mathematical knowledge those elementary methods and processes that are of widest use in the modern world, organizing them into coherent courses, and presenting them effectively to their classes. It is apparent to the careful observer that existing mathematical courses have not been constructed with due regard to the relative importance for the general student of the different mathematical methods and principles that are available for instruction in school and college. Our courses have been arranged primarily for the benefit of those who will continue their mathematical education. That they do contain much material of great use to the general student arises from the fortunate circumstances that most of the processes in elementary mathematics have some important applications in the world of to-day. But the conscientious teacher of mathematics will not allow his good fortune in this respect to paralyze his initiative. If we can add considerably to the usefulness of our courses by reorganizing them, by all means let us do it. It is certainly our duty and it should be our pleasure.

Some Suggestions to Readers of Two Recent Reports on the Mathematics Curriculum

1940 ◽  
Vol 33 (8) ◽  
pp. 371-373
Author(s):  
Maurice L. Hartung
Keyword(s):  
Mathematics Curriculum ◽  
Rapid Change ◽  
The Other ◽  
Mathematical Education ◽  
Forward Movement ◽  
Mathematical Instruction ◽  
The Past ◽  
Other Hand ◽  
Great Progress

One who makes a survey of the literature relating to mathematical education is likely to experience several different sorts of reactions. He may, for example, note that the leaders of a generation ago frequently recommended types of procedure and content which have become common only recently or are still seldom used. If he believes such recommendations are good and in line with modern views, he may develop a feeling of discouragement. The forward movement of reform seems to be a tortoise-like crawl, interrupted by periods of somnolence, by backtracking, and by detours. On the other hand, as he compares the practices of the past with those of the present, he may decide that great progress has been made. Mathematical instruction in many schools today is vastly different from what it was twenty or thirty years ago. Moreover, it seems that at the present we are in the midst of a period of relatively rapid change and reorganization. Whether or not the changes which are being made are desirable is a matter of opinion, but that they are taking place can easily be established.

International Mathematical Education: Present-Day Problems of Mathematical Instruction

1968 ◽  
Vol 61 (8) ◽  
pp. 791-800
Author(s):  
Wily Servais
Keyword(s):  
Mathematical Education ◽  
Mathematical Instruction ◽  
International Mathematical

Mathematics, since the dawn of civilization, has been considered as a rational discipline of excellence and as one of the master components of the intellectual equipment of mankind. From day to day it has amplified its scope over the theoretic plane, in the use of calculating machines, and in the domain of its applications.

International Mathematical Education: The new mathematics program in the Danish gymnasium

1965 ◽  
Vol 58 (2) ◽  
pp. 150-155
Author(s):  
Ole Rindung
Keyword(s):  
Secondary School ◽  
School System ◽  
Mathematics Teaching ◽  
Mathematics Curriculum ◽  
Mathematical Education ◽  
School Year ◽  
International Mathematical ◽  
Mathematics Program ◽  
Danish School

In 1958, the structure of the Danish school system was changed, and in connection with this the curricula for each subject at all school levels were revised. This provided an opportunity to create a mathematics curriculum which reflects the trends reported in recent international discussions on the problem of modernization of mathematics teaching. This newly created curriculum is now being used in grades 8 to 11, and next year will go into operation in grade 12, the last secondary school year.

Sign in / Sign up

Export Citation Format

Share Document