Modern mathematics and the secondary school curriculum

1955 ◽  
Vol 48 (6) ◽  
pp. 386-393
Author(s):  
E. P. Northrop
Keyword(s):  
High School ◽  
Secondary School ◽  
School Curriculum ◽  
High School Curriculum ◽  
Secondary School Curriculum ◽  
Modern Mathematics

This article underlines the current dissatisfaction with the high school curriculum and, at the same lime, offers a few pointers for the next steps to be taken.

scholarly journals Impact of Philosophy and Sociology Teaching on School Performance: An Analysis of the School Census Microdata from the National Institute for Educational Studies and Research (INEP)

2018 ◽  
Vol 20 (5) ◽  
Author(s):  
Renato P. Dos Santos ◽  
Isadora Luiz Lemes
Keyword(s):  
High School ◽  
Secondary School ◽  
School Performance ◽  
Data Science ◽  
Basic Education ◽  
School Curriculum ◽  
Provisional Measure ◽  
High School Curriculum ◽  
Philosophical Dialogue ◽  
Secondary School Curriculum

The new Provisional Measure 746/2016, removing the compulsory nature of the disciplines of Philosophy and Sociology in the secondary school curriculum, resulted in heated controversies among scholars and massive mobilisations of students across the country against their taking out from High School. The objective of this work was to identify the effect of the presence or not of the disciplines Philosophy and Sociology in the High School curriculum on the students' learning. In terms of methodology, data from the Census of Basic Education 2015 and from the averaged per school performances in the ENEM 2015 were examined by means of several Data Science techniques more specifically, with the resources of the language R. The results of the analysis did not indicate any perceptible influence of the disciplines Philosophy and Sociology on the performance, unlike the Indicator of Student’s Socioeconomic Status and the Administrative Dependence of the School. These results seem to contradict the significant positive ones obtained after activities conducted by teachers trained in investigative philosophical dialogue in the classroom. Far from taking sides in the discussion about the pertinence of the inclusion of these disciplines in High School, what was sought here was to point out the need for a rethink about how they should be organised.

Some Thoughts on Tomorrow's Mathematics

1945 ◽  
Vol 38 (6) ◽  
pp. 269-273
Author(s):  
S. L. Berman
Keyword(s):  
High School ◽  
Secondary School ◽  
School Curriculum ◽  
Mathematical Education ◽  
Mathematical Study ◽  
High School Curriculum ◽  
The World ◽  
Secondary School Pupils

How times have changed! A number of years ago, the educator who espoused the cause of increased mathematical study for secondary school pupils would have been tolerated in some quarters, considered eccentric in others, but would have been ignored completely or not too quietly ridiculed in most educational circles. Now, not only are schoolmen deeply interested in the extension of mathematical education, but their concern is not limited to related mathematics or to social mathematics. It has been rediscovered that there is a place in the high school curriculum for the traditional sequential courses in mathematics, a place of importance in the world of tomorrow.

Soundoff: Developmental-Studies Mathematics: Developmental or Review?

1986 ◽  
Vol 79 (6) ◽  
pp. 402-403
Author(s):  
John T. Gordon
Keyword(s):  
High School ◽  
Community College ◽  
Secondary School ◽  
Major Part ◽  
School Curriculum ◽  
Colleges And Universities ◽  
Developmental Studies ◽  
College Level ◽  
Secondary School Curriculum ◽  
College Bound Students

Developmental-studies mathematics is the set of skills that students must possess if they are to be sucessful in beginning college-level mathematics. In most colleges and universities, elementary algebra from the secondary school curriculum is a major part of developmental-studies mathematics. Some arithmetic, or some intermediate algebra, or some of both is also commonly included. Although this content is studied by most college-bound students before they enter their last two years of high school, over 60 percent of all students nationally who enter a community college are required to take developmental-studies mathematics (Griffin 1981). Similarly, in many of the larger universities, this statistic is over 50 percent (Whitesitt 1982).

Remedial work in High School Mathematics

1930 ◽  
Vol 23 (1) ◽  
pp. 36-51
Author(s):  
L. H. Whitcraft
Keyword(s):  
High School ◽  
Elementary Teachers ◽  
Secondary School ◽  
School Curriculum ◽  
School Mathematics ◽  
High School Mathematics ◽  
Secondary School Curriculum ◽  
The Subject ◽  
Method Of Instruction ◽  
Remedial Work

Teachers of high school mathematics are confronted with the fact that there are more failures in the mathematics of the secondary school than in any other subject in the secondary school curriculum. These failures may be traced to some one of the following factors; (1) the materials of mathematics, consisting of the textbook, practice exercises, and special devices; (2) the teacher's method of instruction and manner of presenting the subject matter to the pupils; or (3) the methods and processes of the pupils themselves. Now that the teachers of mathematics realize that there is a great amount of criticism due the department of mathematics what are they going to do about it? The answer should be the same as the elementary teachers have given to the criticisms which have come to them-give remedial work.

Problems in presenting non-Euclidean geometries to high school teachers

1960 ◽  
Vol 53 (7) ◽  
pp. 559-563
Author(s):  
Louis O. Kattsoff
Keyword(s):  
High School ◽  
Secondary School ◽  
High School Teachers ◽  
Secondary School Teachers ◽  
School Curriculum ◽  
School Teachers ◽  
Secondary School Curriculum

What is the place of non-Euclidean geometries and miniature systems in the secondary school curriculum, and in the curriculum for prospective secondary school teachers of mathematics?

Experimental Programs: An experiment in programmed instruction in junior high school

1964 ◽  
Vol 57 (3) ◽  
pp. 160-162
Author(s):  
Paul H. Randolph
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Junior High ◽  
School Curriculum ◽  
School Students ◽  
High School Curriculum ◽  
Programmed Learning ◽  
Modern Mathematics

Only a brief glance through the last few years of THe Mathematics Teacher will reveal that there are at least two topics which have created considerable discussion; namely, the role of “modern mathematics” in the high school curriculum, and the applicability of programmed learning to mathematics. Thus, when the author had a chance to work with a group of junior high school students, this seemed like an ideal opportunity to test the value of these ideas.

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