Proposed changes in by-laws

1954 ◽  
Vol 47 (3) ◽  
pp. 215-216
Keyword(s):  
High School ◽  
High School Students ◽  
National Council ◽  
School Students

Since plans are under way for the National Council to publish a journal for teachers of arithmetic and also one for high-school students, a few changes in the By-Laws of the Council should be made. A committee has studied this matter and recommends the changes shown below.

The Eighteenth Annual Meeting of the National Council of Teachers of Mathematics

1937 ◽  
Vol 30 (5) ◽  
pp. 229-233
Keyword(s):  
High School ◽  
High School Students ◽  
Annual Meeting ◽  
Rhode Island ◽  
General Meeting ◽  
Vice President ◽  
National Council ◽  
School Students ◽  
The Board Of Directors ◽  
History Of

The Eighteenth Annual Meeting of the National Council of Teachers of Mathematics was held at the Palmer House, Chicago, Illinois, February 19–20, 1937. It was the largest meeting in the history of our organization, 836 registered and more than a thousand were in attendance. The Board of Directors met in two sessions and conducted the necessary business for the ensuing year. A trip was made to the Adler Planetarium and a lecture in the Planetarium was enjoyed on the subject, “The Determination of Time and Place.” At 8:00 p.m. the first General Meeting was called to order by President Martha Hildebrandt in the Grand Ball Room of the Palmer House. The Address of Welcome was made by James E. McDade, Assistant Superintendent of Schools, Chicago, Illinois, and the response by Mrs. Florence Brooks Miller, First Vice-President, Shaker Heights, Ohio. Secretary Schreiber made the opening announcements. Professor Albert A. Bennett of Brown University, Providence, Rhode Island addressed the group on the topic “Mathematics and Life.” This was followed by a series of projects in high school mathematics reported by some twenty high school students from Hyde Park High School, Chicago, Illinois, under the direction of Miss Beulah I. Shoesmith. This feature of the program was much appreciated by the audience of some seven hundred teachers.

Control of Fundamental Mathematical Skills and Concepts by High School Students

1946 ◽  
Vol 39 (8) ◽  
pp. 365-371
Author(s):  
Merle M, Ohlsen
Keyword(s):  
High School ◽  
High School Students ◽  
Dual Problem ◽  
Joint Commission ◽  
Mathematical Achievement ◽  
Final Report ◽  
National Council ◽  
School Students ◽  
Mathematical Skills ◽  
Grade Levels

The purpose of this study was to answer the following questions concerning the mathematical achievement of the students in grades ten, eleven, and twelve in forty-three selected Iowa high schools: (1) What degree of mastery of the mathematical skills and concepts described as essential for the ordinary citizen in the Final Report of the Joint Commission of The Mathematics Association of America and The National Council of Teachers of Mathematics1 is attained by high school students? This question involved the dual problem of determining the degree of mastery for each defined concept and skill as well as the degree of mastery of the composite of these concepts and skills. (2) What common errors do students make in applying these concepts and skills? (3) Are there significant differences between grade levels in the degree of mastery of this basic mathematics?

A new mathematical association contest

1955 ◽  
Vol 48 (7) ◽  
pp. 469-472
Author(s):  
Daniel B. Lloyd
Keyword(s):  
High School ◽  
High School Students ◽  
National Council ◽  
School Students ◽  
Mathematical Association ◽  
Talent Search

The Committee on Contests, Scholarships, and Talent Search, a Committee of The National Council of Teachers of Mathematics, reports on a successful project designed to interest high school students of mathematics.

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.

Do New Teaching Standards Undermine Performance on Old Tests?

1998 ◽  
Vol 20 (2) ◽  
pp. 53-73 ◽  
Author(s):  
Daniel P. Mayer
Keyword(s):  
High School ◽  
High School Students ◽  
Student Performance ◽  
Growth Rates ◽  
Teaching Approach ◽  
National Council ◽  
School Students ◽  
Algebra Students ◽  
Teaching Standards ◽  
Ability Levels

As almost every state attempts to reform mathematics instruction by implementing new teaching standards, state testing practices remain largely unchanged. Do these new standards undermine student performance on old tests? This question is investigated by examining whether middle and high school algebra students taught in a manner consistent with the National Council for Teachers of Mathematics Professional Standards performed differently on three standardized algebra assessments than students taught in traditional classrooms. The data come from 94 teachers, 2,369 students, and 40 schools in one of the nation’s largest school districts. Results indicate that the Standards do not undermine performance on the old tests. In fact, middle school algebra students whose teachers spent more time using the NCTM teaching approach had higher growth rates than students whose teachers spent less time using the approach. However, students with higher ability levels benefited more. The growth rates of the lowest achieving students, the high school students (who are disproportionately Black and poor), were not helped or hindered by the NCTM teaching approach. If, as other studies indicate, the new standards help students on more novel tests, the finding that students benefit or at least are not hurt on traditional tests strengthens the case for implementing the NCTM reforms.

Review of Guidance Report—Commission on Post-War Plans

1948 ◽  
Vol 41 (8) ◽  
pp. 347-349
Author(s):  
Morris Krugman
Keyword(s):  
High School ◽  
High School Students ◽  
Frame Of Reference ◽  
Professional Organization ◽  
Professional Status ◽  
National Council ◽  
School Students ◽  
The Subject ◽  
Post War ◽  
Usual Process

The guidance report of The National Council of Teachers of Mathematics is a unique document in several ways. In the first place, it is the product of a professional organization whose members are both mathematicians and educators. This gives the report professional status in both areas. In the second place, it reverses the usual process by considering the vocations in which mathematics is employed, mathematics being the frame of reference. In most occupational studies, the occupation would be the focus, and the treatment of the subject matter incidental. The report is unique in other ways. It is written for high school students. Other reports have, of course, been written for high school students, but they have usually been watered-down, over-simplified affairs, with very little content and a great deal of inspiration. This report is heavily weighted with content; inspiration is not lacking, but is subtly interspersed.

Articulatory Intervention for the Visually Impaired

1979 ◽  
Vol 10 (3) ◽  
pp. 139-144
Author(s):  
Cheri L. Florance ◽  
Judith O’Keefe
Keyword(s):  
High School ◽  
High School Students ◽  
Behavior Change ◽  
Visually Impaired ◽  
School Students ◽  
Handicapped Children ◽  
Paired Stimuli ◽  
Visually Handicapped ◽  
Parent Program

A modification of the Paired-Stimuli Parent Program (Florance, 1977) was adapted for the treatment of articulatory errors of visually handicapped children. Blind high school students served as clinical aides. A discussion of treatment methodology, and the results of administrating the program to 32 children, including a two-year follow-up evaluation to measure permanence of behavior change, is presented.

A Triarchic Analysis of an Aptitude-Treatment Interaction

1999 ◽  
Vol 15 (1) ◽  
pp. 3-13 ◽  
Author(s):  
Robert J. Sternberg ◽  
Elena L. Grigorenko ◽  
Michel Ferrari ◽  
Pamela Clinkenbeard
Keyword(s):  
High School ◽  
High School Students ◽  
Introductory Psychology ◽  
College Level ◽  
School Students ◽  
Treatment Interaction ◽  
Aptitude Treatment Interaction ◽  
Psychology Course

Summary: This article describes a triarchic analysis of an aptitude-treatment interaction in a college-level introductory-psychology course given to selected high-school students. Of the 326 total participants, 199 were selected to be high in analytical, creative, or practical abilities, or in all three abilities, or in none of the three abilities. The selected students were placed in a course that either well matched or did not match their pattern of analytical, creative, and practical abilities. All students were assessed for memory, analytical, creative, and practical achievement. The data showed an aptitude-treatment interaction between students' varied ability patterns and the match or mismatch of these abilities to the different instructional groups.

Identity Exploration and Commitment of Albanian Youth as a Function of Social Opportunity Structure

2006 ◽  
Vol 11 (4) ◽  
pp. 268-276 ◽  
Author(s):  
Aida Orgocka ◽  
Jasna Jovanovic
Keyword(s):  
High School ◽  
High School Students ◽  
Identity Development ◽  
Youth Development ◽  
Female Students ◽  
Male Students ◽  
Opportunity Structure ◽  
School Students ◽  
Identity Exploration

This study examined how social opportunity structure influences identity exploration and commitment of Albanian high school students. A total of 258 students completed a questionnaire that gauged their identity exploration and commitment in three domains: education, occupation, and family. ANOVA results indicated that, overall, students scored highest in exploration in the domain of education and in commitment in the domain of family. Students' exploration and commitment were linked to gender. Albanian female students scored higher than male students in exploration and commitment regarding education and family. Perceived work opportunities in Albania or abroad also significantly moderated participants' exploration in the domain of education and were associated with commitment in education and occupation. As one of the first studies to explore Albanian youth's identity development in relation to social opportunity structure, findings are discussed in light of furthering the field of Albanian adolescent and youth development.

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