The Art of Teaching: Colored Chalk Techniques for Basic Mathematics

1948 ◽  
Vol 41 (8) ◽  
pp. 369-371
Author(s):  
Sylvia E. McCurdy
Keyword(s):  
High School ◽  
School Mathematics ◽  
High School Mathematics ◽  
College Board ◽  
Teaching Algebra ◽  
Art Of Teaching

The term “High School Mathematics” to the layman is the cognomen for a series of courses enabling a student to cover their college requirement in the math field. And for many years, because the efficiency of a school was so readily ascertained by college board results in those subjects, the tendency has been for pedagogues, themselves, to concentrate heavily on the techniques of teaching algebra and geometry.

The Art of Teaching A New Department

1937 ◽  
Vol 30 (3) ◽  
pp. 128-129
Author(s):  
Ruth Wilson
Keyword(s):  
High School ◽  
Thomas Jefferson ◽  
School Mathematics ◽  
School Administrator ◽  
High School Mathematics ◽  
Practical Application ◽  
Mathematic Department ◽  
Big Business ◽  
The Public ◽  
Art Of Teaching

Realtzing that many people, even school administrator, regard mathematics beyond arithmetic as a subject with neither cultural nor practical value, we of the mathematic department of Thomas Jefferson High School decided to make the topic of our second annual exhibit: “The Practical Application of Mathematics in Various Occupations and Industries.” We knew that mere statements of facts would receive little attention—there must be something to attract the eye, and we felt that the statements would be more convincing if they came from buiness men. Our first problem, thefore, was to devise a pleasing scheme for getting the attention of the public in order to sell the idea that all high school mathematics is practical and to stimulate appreciation of the fact that nearly all “big business” uses higher mathematics. Our next problem was to secure the cooperation of various business concerns.

The College Board Scholastic Aptitude Test: An Overview of the Mathematical Portion

1978 ◽  
Vol 71 (3) ◽  
pp. 168-180
Author(s):  
James S. Braswell
Keyword(s):  
High School ◽  
Mathematics Education ◽  
Mathematics Teachers ◽  
Scholastic Aptitude Test ◽  
School Mathematics ◽  
High School Mathematics ◽  
Aptitude Test ◽  
College Board ◽  
Current Information ◽  
Scholastic Aptitude

From time to time I have been asked to speak to groups of high school mathematics teachers about the mathematical portion of the Scholastic Aptitude Test (SAT). This article affords an opportunity to provide current information about this test to a greater audience of mathematics teachers and others interested in mathematics education.

The Art of Teaching: Teacher-Pupil Planning in Junior High School Mathematics

1942 ◽  
Vol 35 (8) ◽  
pp. 377
Author(s):  
Bjarne R. Ullsvik
Keyword(s):  
High School ◽  
Junior High School ◽  
Junior High ◽  
School Mathematics ◽  
High School Mathematics ◽  
Way Of Life ◽  
School Activities ◽  
Art Of Teaching ◽  
The Individual

The goal of all school activities, irrespective of the individual pupil or his level of maturity, should be directed toward the perpetuation and fostering of a democracy. The present international situation should place a premium on the democratic way of life, and our schools should rededicate their energies in developing pupils whose characteristics are conducive to a democratic way of life.

The Art of Teaching: Provision for Individual Differences in High School Mathematics Courses

1947 ◽  
Vol 40 (6) ◽  
pp. 294-297
Author(s):  
William Lee
Keyword(s):  
High School ◽  
Individual Differences ◽  
School Mathematics ◽  
High School Mathematics ◽  
Mathematics Courses ◽  
Art Of Teaching

How to maintain satisfactory standards of achievement in high school mathematics courses, as a larger and larger proportion of the population enrolls in high school with consequent lowering of the median ability, has long been recognized as a perplexing problem.

“The Art of Teaching”: The High School Mathematics Club

1942 ◽  
Vol 35 (6) ◽  
pp. 275-276
Author(s):  
Orville A. Sullivan
Keyword(s):  
High School ◽  
Mathematics Teacher ◽  
School Mathematics ◽  
Pythagorean Theorem ◽  
High School Mathematics ◽  
Art Of Teaching

In the course of a typical day's classwork the mathematics teacher is asked one or more questions such as, “How can there be any practical use for numbers which are imaginary?” “Could the surveyor measure this distance in any other way?” “How many ways are there for proving the Pythagorean theorem?” “How is pi obtained?”

Rethinking the First Two Years of High School Mathematics with the UCSMP

1995 ◽  
Vol 88 (8) ◽  
pp. 640-647
Author(s):  
Daniel B. Hirschhorn ◽  
Denisse R. Thompson ◽  
Zalman Usiskin ◽  
Sharon L. Senk
Keyword(s):  
High School ◽  
Problem Solving ◽  
Chicago School ◽  
School Mathematics ◽  
Discrete Mathematics ◽  
High School Mathematics ◽  
College Board ◽  
K 12 ◽  
The University ◽  
New Math

The University of Chicago School Mathematics Project (UCSMP) was begun in 1983 as an attempt to implement the recommendations of many reports to improve school mathematics. The national reports available at the time (e.g., NACOME [1975); NCTM [1980]; CBMS [19821; College Board [19831; NCEE [1983)) called for a curriculum of broader scope that would include statistics, probability, and discrete mathematics and that would give strong attention to applications, use the latest in technology, and emphasize problem solving. To accomplish the curricular revolution recommended by these reports, it was essential that new, appropriate materials be written. History had shown that neither materials written for the best students, such as those from the new-math era, nor materials written for the slower students, such as those popular in the backto-basics movement, were appropriate for the vast majority of students without major revisions (Usiskin 1985). Thus UCSMP started with the goal of developing mathematics for all grades K–12 that would be appropriate for the majority of students in the middle.

The Back Page: My Favorite Lesson: Transforming Functions

2010 ◽  
Vol 103 (9) ◽  
pp. 704
Author(s):  
Sandra Argüelles Daire
Keyword(s):  
High School ◽  
Graphing Calculator ◽  
School Mathematics ◽  
High School Mathematics ◽  
Teaching Algebra ◽  
Advanced Students ◽  
First Time

The day I held a graphing calculator for the first time, I decided to use it as a tool to teach transformations of functions. After years of revisions and many calculators later, this lesson is still one of my favorites. Whether I am teaching algebra, trigonometry, or calculus, this topic is universal and as necessary to students struggling with high school mathematics as to more advanced students.

Sound Off!: Can We Make High School More Relevant?

2010 ◽  
Vol 103 (6) ◽  
pp. 392-393
Author(s):  
Henry Kranendonk
Keyword(s):  
High School ◽  
High School Students ◽  
Mathematics Curriculum ◽  
American Statistical Association ◽  
School Mathematics ◽  
Statistical Association ◽  
High School Mathematics ◽  
School Students ◽  
College Board ◽  
K 12

In “Standards for High School Mathematics: Why, What, How?” in the December 2008/January 2009 issue of Mathematics Teacher, Eric W. Hart and W. Gary Martin summarized a perplexing problem in the U.S. education system—namely, the challenge of reforming high school mathematics. The article referenced a 2007 conference sponsored by the Center for the Study of Mathematics Curriculum that addressed two important questions concerning mathematics achievement: What should students learn, and when should they learn it? Presenters from Achieve, Inc., the American Statistical Association, the College Board, the Mathematics Association of America (MAA), and NCTM openly discussed and debated the topic questions. The conference provided an excellent format for dialogue about the nuts and bolts of what students should be taught and when these topics should be taught in the K–12 timeline. Several participants acknowledged, however, that additional factors complicate our challenges with high school students.

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