What Mathematical Subjects Should be Introduced in the Curriculum of the Secondary School?

1913 ◽  
Vol 5 (4) ◽  
pp. 218-233
Author(s):  
William Betz
Keyword(s):  
New York ◽  
School Curriculum ◽  
School Science ◽  
Entrance Examination ◽  
College Entrance Examination ◽  
College Entrance ◽  
High School Curriculum ◽  
And Mathematics ◽  
The Individual ◽  
Examination Board

The discussion of the question before us may be undertaken in two different ways. One may regard the high school curriculum as relatively fixed by traditions and external regulations over which the individual teacher or group of teachers has little or no control. In that case we should merely have to consider the merits of the various existing syllabi. Thus, in algebra we might examine the syllabus prepared by a committee of this association (published in School Science and Mathematics, December, 1909). In geometry we now have the National Geometry Syllabus. Other material of this sort is represented by the syllabi of such examining bodies as the College Entrance Examination Board and the Regents of the State of New York. Many good suggestions may also be found in the reports prepared by the numerous subcommittees of the International Commission.†

Editorials

1937 ◽  
Vol 30 (1) ◽  
pp. 31
Keyword(s):  
New York ◽  
General Education ◽  
New York State ◽  
Entrance Examination ◽  
National Council ◽  
College Entrance Examination ◽  
College Entrance ◽  
The Social ◽  
The Masses ◽  
Examination Board

Inasmuch as we are all interested in the general problem of what should constitute general education for the masses and in the particular problem of what part mathematics should play in that education, it is of great importance that the National Council of Teachers of Mathematics take a prominent interest in the deliberations and reports of various groups throughout the country who have been studying such problems. The social studies commission, for example, has spent an enormous amount of time and money in getting out a large number of reports. The College Entrance Examination Board has been reorganizing its requirements. A new study is just being inaugurated in connection with education in New York State under the Regents’ system. We have our own Joint Commission of the Mathematics Association of America and the National Council of Teachers of Mathematics on “The Place of Mathematics in Secondary Education.” This Commission will have to study the above problems, but their report will be more complete and helpful if they have had the support and advice of an alert membership of the two large groups which they represent. It is to be hoped, therefore, that all teachers of mathematics will follow the work of this Commission.

The College Entrance Examination Board and Mathematics Education

1984 ◽  
Vol 77 (5) ◽  
pp. 369-371
Author(s):  
Chancey O. Jones ◽  
John A. Valentine
Keyword(s):  
Mathematics Education ◽  
Computer Science ◽  
Entrance Examination ◽  
College Entrance Examination ◽  
College Entrance ◽  
College Board ◽  
The World ◽  
Education Today ◽  
And Mathematics ◽  
Examination Board

The participation by secondary school and college teachers of computer science in the development of an Advanced Placement computer science course description and examination is a good example of the interaction between the world of the College Board and the world of mathematics. A long series of such interactions has occurred since the College Board was founded at the turn of the century; a look back at how the board was created and how it has evolved can help to explain the relationship between board activities and mathematics education today.

Suggestions on the Arithmetic Question

1925 ◽  
Vol 18 (6) ◽  
pp. 333-340
Author(s):  
David Eugene Smith
Keyword(s):  
High School ◽  
Secondary School ◽  
School Curriculum ◽  
Entrance Examination ◽  
National Committee ◽  
College Entrance Examination ◽  
College Entrance ◽  
High School Curriculum ◽  
The Subject ◽  
The Right

The National Committe on Mathematical Requirements served, through its report, to stimulate inquiry on the part of those who know something about the problem of mathematics in the secondary school. The commission appointed by the College Entrance Examination Hoard, through its report, confirmed the important findings of the National Committee, and did much to eliminate the obsolete material in the high-school curriculum and to substitute therefor a more modern type of algebra, geometry, and trigonometry. It will take some time for schools and teachers to adjust the courses in mathematics to meet the recommendations of these bodies, to eliminate the over-drill, to cast out the useless part of the work in the elementary operations, and to realize that trigonometry is a part of algebra and that it can be made much simpler and more interesting than much of the drudgery (as the subject was commonly taught) that it replaces, but the leaven is working and the outcome will be on the right side. It takes time to develop the idea that we should seek quality instead of mere quantity, but our younger generation of teachers is coming rapidly to realize the significance of this idea in a subject, for example, like algebra. The reform would proceed more rapidly if it were not that nearly all of our current tests include a considerable amount of material that has been recommended for elimination by all who have given the subject serious thought. As Professor Upton has recently remarked in the Mathematics Teacher, schools often feel compelled to teach subjects that are obsolete, and possibly even to recognize forms that are incorrect, because of the carelessness shown in preparing many of these tests.

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