The Relation of Mathematics to the Core Curriculum

1952 ◽  
Vol 45 (6) ◽  
pp. 427-435
Author(s):  
Henry S. Jansen
Keyword(s):  
High School ◽  
Mathematics Teachers ◽  
Subject Matter ◽  
Core Curriculum ◽  
School Program ◽  
Large Group ◽  
Complete Development ◽  
The Core ◽  
The Common ◽  
Integrated Program

A large group of educators is calling for a complete socialization of the high school program by the use of a core curriculum. This curriculum would take the common experiences of all fields of subject matter and combine them into an “integrated program” in which the pupil would learn by using all knowledge indiscriminately. Most forward looking mathematics teachers agree that we must stop compartmentalizing our mathematics by subjects and years, and proceed to fuse algebra, geometry, trigonometry, and analytics, into a single complete development of the science of number and space. But the core curriculum goes one better and includes not only this, but a fusing of all subjects into one single complete development of knowledge that will function in the life of every individual. Professor Fehr1 feels that mathematics teachers are afraid of this because they are afraid the good ship mathematics may be lost in the process. The educators who are proposing the core curriculum are intelligent people. Let us then be perfectly frank and seek to learn if socialization by the use of the core curriculum is a desirable program in the high school, and if it is, how it can be achieved.

Professionalized Subject Matter for Junior High School Mathematics Teachers

1953 ◽  
Vol 46 (8) ◽  
pp. 541-547
Author(s):  
Myron F. Rosskopf
Keyword(s):  
High School ◽  
Mathematics Teachers ◽  
Prospective Teachers ◽  
Junior High School ◽  
Subject Matter ◽  
Professional Training ◽  
Junior High ◽  
School Mathematics ◽  
Specific Information ◽  
Junior High School Teachers

Much has been written concerning the training of secondary school mathematics teachers. Leaders in mathematics education have had many words to say about both the educational and mathematical training of prospective teachers. Usually the latter training is divided into pure mathematics and professional mathematics. The concern of this paper is the professional mathematics training of junior high school teachers. Of approximately fifty references that were examined in the preparation of this paper, there were only two that treated explicitly the content of a professionalized subject-matter course.1 The others made recommendation that such a course ought to be given or that it should be included in a professional-training program but did not give specific information. The question of what to include in a professionalized subject-matter course or how far to go with such a course is still an open question. In this paper an effort will be made to indicate with two or three topics how far to go in such a course. No attempt will be made to indicate what to include in a semester or full-year course.

scholarly journals Jak godzić ogień z wodą? Między ministerialnym dyktatem… a potrzebami współczesnych uczniów. Projektowanie kształcenia w klasie I licealnej (po szkole podstawowej)

2021 ◽  
Vol 12 (330) ◽  
pp. 173-183
Author(s):  
Paweł Sporek
Keyword(s):  
High School ◽  
High School Students ◽  
Curriculum Reform ◽  
Core Curriculum ◽  
Cultural Education ◽  
School Students ◽  
The Core ◽  
Literary Education ◽  
The One ◽  
Current Curriculum

The text of the articleis a proposal of a way of working in the new high school (after primary school), whichfunctions in the conditions set by the structural and curriculum reform. The author distances himself from the concept of historical and literary education, at the same time showing the inability to maintain the problematic order in literary and cultural education under the conditions of implementing the obligation of the core curriculum. In opposition to the sanctioned model of education in the education of high school students, it proposes a concept of work that, on the one hand, respects the curriculum requirements, and on the otherhand, meets the authentic needs and expectations of students, and includes broadly understood popular culture in the scope of teaching interests. Such thinking is exemplified by the presentation of anexcerpt from the work plan implemented in the firstgrades of the new high school. It is provided with a commentary that reveals the difficulties of such an organization of literary and cultural education in the current curriculum conditions.

Development of the Core Curriculum in the Senior High School

1956 ◽  
Vol 64 (5) ◽  
pp. 224-226 ◽  
Author(s):  
Nelson L. Bossing
Keyword(s):  
High School ◽  
Core Curriculum ◽  
Senior High School ◽  
The Core

scholarly journals Mathematics Teaching Competencies of Senior High School Teachers in the Lone Districts in the Province of Batangas City, Philippines: Basis for Direction on Continuing Education for the K to 12 Curriculum

2019 ◽  
Vol 3 (3) ◽  
pp. p206
Author(s):  
Imelda M. Flores
Keyword(s):  
High School ◽  
Continuing Education ◽  
Mathematics Teachers ◽  
Subject Matter ◽  
Senior High School ◽  
Successful Implementation ◽  
Teaching Competencies ◽  
Student Progress ◽  
Organization And Management ◽  
K To 12

Teaching competencies of the senior high school Mathematics teachers in Lone Districts in Batangas City Philippines were assessed. It looked into their personal and professional profile along with their teaching competencies which includes dedication to teaching, knowledge of subject matter, classroom organization and management, instructional organization and management, instructional implementation, and monitoring student progress and potential. Comparison of responses among administrators and mathematics teachers were also considered. Results of which were used as basis for direction on continuing education that can be pursued for the successful implementation of K to 12 Curriculum. The study used the descriptive method of research. Questionnaire was used as the main data gathering instrument. The entire population of mathematics teachers and administrator which comprise of 41 teachers and 21administrators in Lone Districts in the Province of Batangas City Division participated in the study. Frequency/percentage, weighted mean, and comparison of means were used to statistically treat the data. Majority of the Mathematics teachers were female and married while most of them were in age bracket of 29-35, have master’s unit, teaching for 10 years and above and have attended at least 6-10 related seminars for the last 3 years. Generally, the mathematics teachers are competent as assessed by two groups of respondents. Same was found when mathematics teachers were grouped according to their profile variables where they were found to be more competent in monitoring student progress and potential but less competent in terms of knowledge of subject matter. The researcher recommended possible directions on continuing education that could be pursued by the mathematics teachers thereby enhancing their competencies to ensure successful implementation of K to 12 Curriculum.

scholarly journals Wiedza młodzieży o organach władzy centralnej we współczesnej Polsce w świetle egzaminu maturalnego z wiedzy o społeczeństwie w latach 2010–2019

2020 ◽  
Vol 28 ◽  
pp. 53-76
Author(s):  
Piotr Załęski
Keyword(s):  
High School ◽  
Civic Education ◽  
Core Curriculum ◽  
Central State ◽  
The Core ◽  
Final Exams ◽  
The Difference ◽  
Empirical Material

The article analyses all the tasks related to central state organs in contemporary Poland from the matriculation exams in civic education in the years 2010–2019. The empirical material also includes the rules for assessing the tasks’ solutions and exam reports. The analysis showed that the population of those who pass the “new exam” in civic education is qualitatively weaker than the population of those who passed the “old exam”, however, in the aforementioned issues these differences are generally smaller than the difference in the results of both high school final exams formula. The comparable differences to those in the overall score of the exam are only in tasks concerning judicial authorities. The last conclusion is paradoxical, because there was a stronger emphasis on those issues in the core curriculum of civic education.

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