Application

1951 ◽  
Vol 44 (7) ◽  
pp. 502-505
Author(s):  
Sheldon S. Myers
Keyword(s):  
High School ◽  
Mathematics Teacher ◽  
Mathematics Instruction ◽  
Columbia University ◽  
National Defense ◽  
Teachers College ◽  
High School Algebra ◽  
Problem Material

Your department editor has been doing a great deal of thinking and reading concerning the role of applications in mathematics instruction. Following are several key references which we have found: “The Necessary Redirection of Mathematics, Including its Relation to National Defense,” by William Betz in The Mathematics Teacher, April, 1912, page 147; “The Use of Applications for Instructional Purposes,” by Edwin G. Olds in The Mathematics Teacher, February, 1941, page 78; “The Mathematics Most Used in the Sciences of Physics, Chemistry, Engineering and Higher Mathematics,” by George II. Nickle in The Mathematics Teacher, February, 1942, page 77; A Study of Problem Material in High School Algebra by Jesse Powell, Contributions to Education, No. 405, Teachers College, Columbia University, 1929.

Why Mechanical Manipulation?

1944 ◽  
Vol 37 (5) ◽  
pp. 215-216
Author(s):  
William S. Tobey
Keyword(s):  
High School ◽  
Mathematics Teacher ◽  
Direct Response ◽  
High School Algebra ◽  
Mechanical Manipulation ◽  
February Issue

Just how difficult it is to purge our thinking mechanism of early implanted misconceptions is brutally manifest in Mr. Richter's splendid and most timely article in the February issue of The Mathematics Teacher. He states that it has been found that those aspects of algebra which involve thinking are retained to a much greater degree than those involving mechanical manipulations. To Mr. Richter and to most of us, who studied our high school algebra before the days when an over indulgent public became possessed with the mistaken notion that somehow the schools could literally implant education into a neutral mind, there really are no mechanical manipulations in algebra. No mental growth occurs from a manipulation that is not in direct response to some reasoned decision. Lapses in adherence to this principle in the forms of rules, such as invert divisor, transpose, change signs, cancel, and the like, are the cancerous infestations which, during our recent prodigious experiment in the field of untrained and inadequately and inexpertly supervised teaching, have brought down upon us the present widespread and generally warranted criticism.

Solid Geometry in the High School

1931 ◽  
Vol 24 (7) ◽  
pp. 424-428
Author(s):  
A. B. Coble
Keyword(s):  
High School ◽  
Present Situation ◽  
National Council ◽  
The Sun ◽  
Columbia University ◽  
Teachers College ◽  
Solid Geometry ◽  
Engineering Schools

The present situation of solid geometry in the high school, and current tendencies with respect to it, are discussed in a number of articles in the 1930 Year Book of the National Council of Teachers of Mathematics. W. D. Reeve of the Teachers College in Columbia University says in an article entitled "The Teaching of Geometry" : "The pressure upon the curriculum, the new subjects that are clamoring for a place in the sun, and the demands that We break with tradition — all these problems have caused educators to question the extent to which geometry should be carried. The wisdom of teaching solid geometry in particular has been seriously questioned. In fact solid geometry as a separate half-year course is rapidly becoming passé in our schools. It is not even required for entrance in some of our engineering schools and colleges, as, for example, the following statement shows":

Mathematics in the Education of the Consumer

1951 ◽  
Vol 44 (2) ◽  
pp. 93-96
Author(s):  
Francis G. Lankford
Keyword(s):  
High School ◽  
High School Students ◽  
General Education ◽  
Mathematics Teacher ◽  
The Other ◽  
National Council ◽  
Consumer Education ◽  
School Students ◽  
Insight Into

Professor Schorling was deeply interested in the consumer education movement in our schools. He had keen insight into its implications for the contribution which mathematics may make to general education. This insight is clearly exhibited in two publications that bear his name as co-author. One of these is The Role of Mathematics in Consumer Education,1 a report of a committee of the National Council of Teachers of Mathematics; the other is Mathematics For The Consumer,2 a textbook for high school students. It, therefore, is entirely appropriate in this number of The Mathematics Teacher dedicated to the memory of Professor Schorling that the topic “Mathematics in the education of the consumer” should receive attention.

Raleigh Schorling—Teacher

1951 ◽  
Vol 44 (2) ◽  
pp. 76
Author(s):  
James B. Edmonson
Keyword(s):  
High School ◽  
Student Teaching ◽  
Columbia University ◽  
University Of Michigan ◽  
School Of Education ◽  
Educational Work ◽  
Teachers College ◽  
Teaching Research ◽  
The University

While the major contributions of Professor Raleigh Schorling in teaching, research, and writing were largely in the field of mathematics, he made an enviable reputation in other educational work, He had in influential part in the organization of the Lincoln School of Teachers College, Columbia University, and served as the first principal of the school. At the University of Michigan he organized the University High School and served as its first principal. He also planned and directed the first program in student teaching offered by the School of Education of the University of Michigan. In addition to his University duties he served on numerous state and national committees and was an exceedingly valuable member of such committees because of his unusual resourcefulness, marked initiative, and fine professional spirit.

Better Teaching of Mathematics

1945 ◽  
Vol 38 (4) ◽  
pp. 170-171
Author(s):  
Elizabeth Beaman
Keyword(s):  
High School ◽  
Mathematics Teacher ◽  
High School Algebra ◽  
Teaching Objectives ◽  
Limited Experience ◽  
Teaching Of Mathematics

Although I am not a teacher of the calculus, but of high school algebra and geometry, and have had only limited experience even there, I should like to comment on an article in the December 1944 Mathematics Teacher, “The Teaching Objectives in a First Course in the Calculus,” by James E. Parker.

Announcement

1927 ◽  
Vol 20 (6) ◽  
pp. 352-353
Keyword(s):  
New York ◽  
New York City ◽  
Mathematics Teacher ◽  
York City ◽  
Business Management ◽  
Columbia University ◽  
School Of Education ◽  
New York University ◽  
Teachers College

Beginning with this issue The Mathematics Teacher will be published under the combined editorship and business management of Dr. John R. Clark of the School of Education at New York University and Dr. W. D. Reeve of Teachers College, Columbia University. All communications relating to THE Mathematics Teacher should be addressed to The Mathematics Teacher, 525 West 120th Street, New York City.

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