The Small High School

1952 ◽  
Vol 45 (6) ◽  
pp. 406-407
Author(s):  
H. Vernon Price
Keyword(s):  
High School ◽  
Secondary School ◽  
Small Schools ◽  
School Mathematics ◽  
Personal Interest ◽  
Secondary School Mathematics ◽  
Course Of Study

It is only natural for a teacher in the Midwest to be interested in the small high school and to recognize that a school of this type has special problems of its own. My personal interest in these problems was heightened by our experiences in re-writing the Iowa Course of Study in Secondary School Mathematics a few years ago. We soon discovered that one of our major tasks was to make provision for the needs of the small schools; indeed, it is essentially true that the course of study was written for these schools.

What has Happened to Probability in the High School?

1967 ◽  
Vol 60 (8) ◽  
pp. 824-831
Author(s):  
Frederick Mosteller
Keyword(s):  
High School ◽  
Secondary School ◽  
School Mathematics ◽  
Secondary School Mathematics ◽  
Grade Levels ◽  
Probability And Statistics

The teaching of probability and statistics both in school and secondary school mathematics has come a very long way since the Commission on Mathematics first produced the Gray Book.1 Many commercial publishers have attractive texts, and SMSG and others have produced sections on probability and statistics for various grade levels.

A Tentative Program of Junior High-School Mathematics

1917 ◽  
Vol 10 (2) ◽  
pp. 85-93
Author(s):  
C. B. Walsh
Keyword(s):  
High School ◽  
Secondary School ◽  
Junior High School ◽  
Junior High ◽  
School Mathematics ◽  
Unstable State ◽  
High School Mathematics ◽  
Secondary School Mathematics ◽  
State Of Affairs

The statement is axiomatic and perhaps trite that the teaching of secondary-school mathematics is in a state of unrest. This condition has been aggravated, if not caused, by excessive criticism and this unstable state of affairs is reflected by the numerous new courses of study. It is consequently as inevitable as it is probably desirable that our curriculum in mathematics is to be reconstructed.

Present Tendencies in High School Mathematics

1924 ◽  
Vol 17 (1) ◽  
pp. 22-30
Author(s):  
Jonathan T. Rorer
Keyword(s):  
High School ◽  
Secondary School ◽  
Mathematics Teaching ◽  
Cooperative Work ◽  
School Mathematics ◽  
National Committee ◽  
High School Mathematics ◽  
Secondary School Mathematics ◽  
Standard Source ◽  
Source Of Information

The present tendencies in high school mathematics are well reflected by the report of the National Committee on Mathematical Requirements, which was organized in 1916, and which has completed the most exhaustive research ever attempted into the conditions now existing in mathematics teaching. The work of the National Committee already has had a far-reaching influence on mathematics teaching. It represents a great piece of cooperative work, a systematic presentation of the thought and practice of many members of this association and of other teachers interested in the improvement of mathematics teaching. It will be for a long while a standard source of information for anyone who desires to know modern tendencies in secondary school mathematics.

Mathematical Structures: Answering the “Why” Questions

1996 ◽  
Vol 89 (9) ◽  
pp. 716-722
Author(s):  
Doug Bush ◽  
William S. Jones
Keyword(s):  
College Students ◽  
High School ◽  
Secondary School ◽  
School Mathematics ◽  
Secondary School Mathematics ◽  
Mathematical Structures ◽  
The Past ◽  
Why Questions

Understanding the answers to “why” questions is an important part of secondary school mathematics. Over the past few years, we have taught naturally curious high school and college students who have asked these questions as they learned mathematics.

Notes and News

1920 ◽  
Vol 13 (1) ◽  
pp. 39-44
Keyword(s):  
High School ◽  
Secondary School ◽  
Mathematics Teachers ◽  
School Mathematics ◽  
National Council ◽  
High School Mathematics ◽  
Secondary School Mathematics ◽  
Local Organizations ◽  
Central Organization

A realization of the need of a central organization to foster the interests of high school mathematics and to secure a greater degree of co-operation between individual teachers and between local associations of teachers interested in secondary school mathematics impelled a group of mathematics teachers to assemble at Cleveland last February at the time of the meeting of the Department of Superintendence of the N. E. A. There were present at this meeting 127 teachers of mathematics representing twenty states and as many local organizations. At that time The National Council of Teachers of Mathematics was formed. A constitution was adopted and the following officers elected

Experimental Studies of Large Unit and Individualized Plans of Supervised Study of Secondary School Mathematics

1936 ◽  
Vol 29 (8) ◽  
pp. 387-389
Author(s):  
Harl R. Douglass
Keyword(s):  
High School ◽  
Secondary School ◽  
Experimental Studies ◽  
School Mathematics ◽  
High School Mathematics ◽  
Secondary School Mathematics ◽  
Large Unit ◽  
Relative Value

While no one study may furnish the basis for definite or permanent conclusions with respect to the relative value of various proposed plans of directing the study of high school mathematics involving large unit assignments and individualized progress, one may better evaluate the claims made for and against such plans, if one is familiar with the results of those experimental studies which throw light on the question.

The High School Training Most Desirable for Prospective Students of Engineering

1942 ◽  
Vol 35 (6) ◽  
pp. 265-268
Author(s):  
Tomlinson Fort
Keyword(s):  
High School ◽  
Secondary School ◽  
School Mathematics ◽  
Prospective Students ◽  
Secondary School Mathematics ◽  
School Training

The dilemma in which this stalwart son of Italy found himself need never be confronted by the teacher of secondary school mathematics so far as the training of prospective students of engineering is concerned. It is my belief that the mathematics to be taught to the would-be engineer is substantially the same as that to be taught to anybody else and we are not confronted by the necessity of neglecting our engineers in order to rater to the wants of some other substantial group of students.

Permanency of Retention of learning in Secondary School Mathematics

1936 ◽  
Vol 29 (6) ◽  
pp. 287-288
Author(s):  
Harl R. Douglass
Keyword(s):  
High School ◽  
Secondary School ◽  
School Mathematics ◽  
High School Mathematics ◽  
Secondary School Mathematics

There have been many statements and disagreements and a few investigations relative to the proportions of high school mathematics once learned which will be remembered after the passage of various amounts of time.

What Do Mathematics Teachers Think about the High School Geometry Controversy?

1975 ◽  
Vol 68 (6) ◽  
pp. 486-493
Author(s):  
George Gearhart
Keyword(s):  
High School ◽  
Secondary School ◽  
Mathematics Teachers ◽  
School Mathematics ◽  
Secondary School Mathematics ◽  
High School Geometry ◽  
School Geometry

A survey of the attitudes of secondary school mathematics teachers toward geometry.

Practical Mathematics for High Schools

1918 ◽  
Vol 10 (4) ◽  
pp. 181-184
Author(s):  
W. H. Dooley
Keyword(s):  
High School ◽  
Secondary School ◽  
School Mathematics ◽  
High School Mathematics ◽  
Secondary School Mathematics ◽  
General Educator ◽  
The Social ◽  
School Teaching ◽  
Traditional Courses ◽  
Practical Mathematics

One of the most constructive critićisms that have been made of secondary-school mathematics, by a general educator, was made by H. C. Morrison, State Commissioner of Education, of New Hampshire, when he said, “The traditional courses in algebra, geometry, trigonometry and advanced algebra must be revised as to organization and content to meet the need of the adolescent, and the social purpose of the high school … mathematics must be considered as a language to interpret science. … It must be presented to give immediate opportunity for functioning. It should be adapted to meet the needs of the different courses.” These suggestions were offered after years of observation of high-school teaching of mathematics, and were no doubt due to the following causes: change in type of pupil in the high school; feeling that the industrial and commercial needs should be recognized in secondary-school mathematics; disbelief in the formal discipline theory.

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