Raleigh Schorling—A Bibliography

1951 ◽  
Vol 44 (2) ◽  
pp. 104-107
Keyword(s):  
Secondary School ◽  
Student Teaching ◽  
School Mathematics ◽  
Secondary School Mathematics ◽  
Teaching Of Mathematics

Of The fifty-nine books bearing Raleigh Schorling's name, forty-four are secondary school mathematics texts, seven deal with the teaching of mathematics, five are concerned with student teaching in general and three with still more general educational questions.

Problems in the Teaching of Mathematics

1930 ◽  
Vol 23 (6) ◽  
pp. 358-372
Author(s):  
J. S. Georges
Keyword(s):  
Secondary School ◽  
School Mathematics ◽  
General Nature ◽  
Systematic Classification ◽  
Secondary School Mathematics ◽  
The Subject ◽  
Teaching Of Mathematics ◽  
Special Studies ◽  
Mathematical Literature

The Purpose Of This study is to present a systematic classification of the mathematical literature which relates to the problems in the teaching of secondary school mathematics and which has been written during the last three decades. This literature consists of a large number and variety of articles published in numerous educational and mathematical journals, a smaller number of special studies dealing with specific problems, some books on the psychology and teaching of the subject, a few books of a general nature discussing the philosophical aspects of the concepts and principles of elementary mathematics, and unpublished theses. The collection and presentation of this vast material in a connected form is a much needed, though laborious and difficult, task. Its classification will be based upon three distinct, and at the same time inter-related principles: first, that there is a real need for a summary of the problems relating to the teaching of secondary school mathematics; second, that these problems should be analyzed in the light of available literature; and third, that the sources of references dealing with each problem should be brought together.

Biographical Sketch: Kenneth B. Henderson: The Development of Pedagogical Theory

1995 ◽  
Vol 26 (3) ◽  
pp. 280-281 ◽  
Author(s):  
Thomas J. Cooney
Keyword(s):  
Problem Solving ◽  
Secondary School ◽  
Significant Contribution ◽  
School Mathematics ◽  
Biographical Sketch ◽  
Secondary School Mathematics ◽  
Research On Teaching ◽  
Teaching Of Mathematics ◽  
Pedagogical Theory

Kenneth Henderson was a scholar of the first magnitude who focued his attention on the development of theoretical construcrs related to the teaching of mathematics. His chapter, “Problem-Solving in Mathematics,” in the 21st yearbook of NCTM, written with Robert Pingry (Henderson & Pingry, 1953), was an early and significant contribution to the dialogue about problem solving in the classroom. His Chapter, “Research on Teaching Secondary School Mathematics,” published in the first Handbook of Research on Teaching (Henderson, 1963), further exemplifies the kind of scholarship that characterized his work.

New Books

1934 ◽  
Vol 27 (2) ◽  
pp. 106-110
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
School Mathematics ◽  
Secondary School Mathematics ◽  
The Third ◽  
Teaching Procedure ◽  
Specific Teaching ◽  
Teaching Of Mathematics

This is the third of a series of three volumes which Professor Breslicb bas written. All three volumes are devoted to the Teaching of mathematics in secondary schools. The first volume, the Technique of Teaching Secondary School M atlzematics, deals with problems arising in the choice and use of general Teaching procedure and the second, Problems in Teaching Secondary School Mathematics, is concerned with specific teaching problems. In his third volume Professor Breslich classifies administrative problems as they relate (1) to the direction and supervision of a department and (2) to the curriculum.

The use of models in the teaching of mathematics

1961 ◽  
Vol 8 (1) ◽  
pp. 22-24
Author(s):  
Roger Osborn
Keyword(s):  
Secondary School ◽  
Mathematics Instruction ◽  
School Mathematics ◽  
Instructional Materials ◽  
Effective Teacher ◽  
Secondary School Mathematics ◽  
Teaching Of Mathematics ◽  
Use Of Models

Instructional materials make up an important part of the equipment of the effective teacher of elementary- or secondary- school mathematics. The distinction between number and numeral is being made with increasing consistency and emphasis in programs of mathematics instruction being currently evolved. The development of this concept may, for many teachers, point up a need for new evaluation of the role of instructional materials in the classroom. The importance of the fact that the name of a thing and the thing itself are not the same has become more and more evident in mathematics programs as teachers con ider numerals as symbols we use to denote numbers.

A Study of Procedures used in the Determination of Objectives in the Teaching of Mathematics

1929 ◽  
Vol 22 (3) ◽  
pp. 156-165
Author(s):  
J. S. Georges
Keyword(s):  
Secondary Education ◽  
Secondary School ◽  
Social Needs ◽  
School Mathematics ◽  
Curriculum Studies ◽  
Secondary School Mathematics ◽  
Teaching Of Mathematics ◽  
Specific Unit ◽  
Specific Influence

The question of the general and specific functions of mathematics in secondary education has been a source of much discussion and dispute for many years. The curriculum studies which have been concerned chiefly with attempts to determine educational objectives have used such methods as analysis of pupil activities, analysis of social needs, opinions of competent persons and authorities in the field, and analysis of existing objectives found in educational investigations, courses of study, and textbooks. The outcome of the specific influence of these studies has been the formulation of a great number of courses of studies with lists of general course-objectives and specific unit objectives. While it is true that in many cases the teachers of mathematics, who should be the most vitally interested in the determination and evaluation of the objectives relating to their subjects have been consulted in the matter, nevertheless, in general the solution of the problem has been left to the “experts” and more “qualified” persons; the teachers have accepted the lists of objectives presented in the courses of study and have tried to attain them the best way they could. It is felt that as a point of pedagogical interest it is worth while to note the r eactions of teachers of mathematics toward the proposed lists of objectivesand the proceddures followed in their determination. This study reports the evaluation by a group of teachers of secondary school mathematics of the merits of certain procedures used in the determination of mathematical objectives.

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