International Mathematical Education: The new mathematics program in the Danish gymnasium

1965 ◽  
Vol 58 (2) ◽  
pp. 150-155
Author(s):  
Ole Rindung
Keyword(s):  
Secondary School ◽  
School System ◽  
Mathematics Teaching ◽  
Mathematics Curriculum ◽  
Mathematical Education ◽  
School Year ◽  
International Mathematical ◽  
Mathematics Program ◽  
Danish School

In 1958, the structure of the Danish school system was changed, and in connection with this the curricula for each subject at all school levels were revised. This provided an opportunity to create a mathematics curriculum which reflects the trends reported in recent international discussions on the problem of modernization of mathematics teaching. This newly created curriculum is now being used in grades 8 to 11, and next year will go into operation in grade 12, the last secondary school year.

International Mathematical Education: The Mathematics Program in Japanese Secondary Schools

1966 ◽  
Vol 59 (6) ◽  
pp. 577-583
Author(s):  
Howard F. Fehr
Keyword(s):  
Secondary School ◽  
Liberal Arts ◽  
Vocational Training ◽  
Mathematics Curriculum ◽  
Fine Arts ◽  
Mathematical Education ◽  
Upper Secondary School ◽  
Lower Secondary School ◽  
Upper Secondary ◽  
Mathematics Program

In Japan, education is compulsory for all children for the first nine school years, of which the first six years are elementary, and the last three years are the lower secondary school. Admission to the subsequent three-year upper secondary school is by examination, and usually 30 to 40 percent of the ninth-year students pass the examination and enter the upper secondary school. The branches of the upper secondary school are liberal arts, vocational training, and music and fine arts, all of which prepare students for university or higher study. This report is concerned with the mathematics curriculum at the lower secondary and the senior high school levels.

International Mathematical Education: The Czechoslovak National Mathematical Olympiads

1968 ◽  
Vol 61 (1) ◽  
pp. 80-85
Author(s):  
Julius H. Hlavaty
Keyword(s):  
Elementary School ◽  
Secondary School ◽  
National Level ◽  
European Countries ◽  
Mathematical Education ◽  
East European ◽  
International Mathematical

SINCE 1950 every young hopeful future mathematician in a secondary school in Czechoslovakia, or even in elementary school, looks forward to the various rounds of the annual mathematical olympiad. He has hopes for valuable prizes (mostly books on mathematics)- but even more to the sheer glory of recognition (in the form of certificates) on a local, regional, or national level. If he is in the last year of a secondary school, he may even reach the International Olympiad conducted annually (since 1959) by the East European countries.

International Mathematical Education: Some Recent Efforts for Improvement of School Mathematics in India

1968 ◽  
Vol 61 (3) ◽  
pp. 321-327
Author(s):  
J. N. Kapur
Keyword(s):  
Mathematics Education ◽  
Secondary School ◽  
Mathematics Teacher ◽  
School Mathematics ◽  
Mathematical Education ◽  
International Mathematical ◽  
School Teaching

Editor's Note.—The Mathematics Teacher (India) is a new journal in mathematics education directed mainly at secondary school teaching. With the September October 1966 issue it began its third year of publication.

In My Opinion: Making it Accessible: What U.S. Teachers Should Know about Japanese Mathematics Teaching and Schooling

2008 ◽  
Vol 14 (7) ◽  
pp. 387-388
Author(s):  
Bryan Moseley ◽  
Yukari Okamoto
Keyword(s):  
United States ◽  
School System ◽  
Mathematics Teaching ◽  
Test Scores ◽  
Teaching Practices ◽  
The United States ◽  
School Systems ◽  
Working Models ◽  
School Year ◽  
The World

Much research has been conducted comparing education in the United States with education in Asian nations, such as Japan, but just how much of this research has been of real use to teachers in the United States? We believe that despite the significant amount of impressive research that has been done analyzing Japanese teaching practices, the manner in which these important findings have been reported to teachers has been largely ineffective. This is unfortunate, because one of the unique strengths of crossnational research is that it provides intact working models of successful practices. Japan is particularly important in this respect because, in many ways, it represents one of the most successful models of constructivist mathematics teaching in the world. We believe that this information is not pursued by U.S. teachers for two general reasons. First, research studies frequently couch results in terms of U.S. deficits. Although we believe these results to be accurate and important, it is difficult for teachers in the United States to compare themselves to teachers in Japan when much of the research that is available makes the persistent lament that U.S. teachers and their students are underachievers. Second, we believe that although important differences exist between Japanese and U.S. school systems (e.g., length of the school year, total time spent on mathematics), the truth is that teachers in both nations have a great deal to learn from each other in terms of the successful practices they use. An unfortunate consequence of the focus on test scores is that school system differences have been mistakenly conflated with teaching practices. This has led to the propagation of several myths about Japanese practices that U.S. teachers tend to cite as evidence of the unsuitability of Japanese practices for U.S. classrooms. We believe that U.S. teachers should separate differences in school systems from differences in teaching practices that could be beneficial to teachers in both nations.

International Mathematical Education: Editor's Note

1967 ◽  
Vol 60 (4) ◽  
pp. 397
Keyword(s):  
Great Britain ◽  
Secondary School ◽  
The Other ◽  
School Level ◽  
Mathematical Education ◽  
Subsequent Issue ◽  
International Mathematical ◽  
Secondary School Level ◽  
Teaching Of Mathematics

In Great Britain there are two associations, each publishing its own journal, that are dedicated solely to the teaching of mathematics at the secondary school level. In this issue we report on one of these associations and its publications; the other association will be reported on in a subsequent issue.

International Mathematical Education: Relations and functions

1965 ◽  
Vol 58 (3) ◽  
pp. 251-257
Author(s):  
Hans-Georg Steiner
Keyword(s):  
Secondary School ◽  
Elementary Mathematics ◽  
Mathematical Education ◽  
Binary Relations ◽  
Order Relations ◽  
International Mathematical

There arc certain types of binary relations which are of eminent importance for all parts of mathematics, including the elementary mathematics of secondary school. These are: order relations, equivalencerelations and functions. Pupils meet them at every stage of the curriculum.

International Mathematical Education: Program of Mathematics for the First Year of Study in the Junior High School (Seventh School Year) in Belgium

1969 ◽  
Vol 62 (7) ◽  
pp. 589-593
Author(s):  
Howard F. Fehr
Keyword(s):  
High School ◽  
Junior High School ◽  
Education Program ◽  
Junior High ◽  
First Year ◽  
Mathematical Education ◽  
Seventh Grade ◽  
School Year ◽  
International Mathematical

The program below is the official program for all seventh grade students in Belgium, beginning September, 1968.

International Mathematical Education: Mathematics In British Secondary Schools: Curriculum Projects

1969 ◽  
Vol 62 (4) ◽  
pp. 329-333
Author(s):  
Howard F. Fehr ◽  
Lawrence G. Campbell
Keyword(s):  
Secondary Schools ◽  
Mathematics Curriculum ◽  
Secondary Mathematics ◽  
School Mathematics ◽  
Mathematical Education ◽  
Mathematical Experiment ◽  
International Mathematical ◽  
Current Reconstruction

Not long after American teachers began the current reconstruction of the secondary mathematics curriculum, British mathematicians and educators, also recognizing the need for rejuvenation, instituted several projects for reform of an out-of-date curriculum. Among these, the programs of the School Mathematics Project and the Midlands Mathematical Experiment are most frequently cited.

International Mathematical Education: What Does The Secondary-School Teacher Of Mathematics Expect From The University?

1966 ◽  
Vol 59 (3) ◽  
pp. 279-285
Author(s):  
André Delessert
Keyword(s):  
Secondary School ◽  
School Teacher ◽  
Mathematical Education ◽  
Secondary School Teacher ◽  
International Mathematical ◽  
Original Manuscript ◽  
The University

Again the editor gives his sincere thanks to Dr. and Mrs. Julius H. Hlavaty for making a translation from the French of the original manuscript.

An evaluation of a secondary-school mathematics program for able pupils

1961 ◽  
Vol 54 (5) ◽  
pp. 324-332
Author(s):  
B. G. Pauley
Keyword(s):  
Secondary School ◽  
School System ◽  
School Mathematics ◽  
Experimental Program ◽  
Secondary School Mathematics ◽  
Mathematics Program

What one school system did in an attempt to evaluate the results of its experimental program upon students and teachers.

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