International Mathematical Education: Mathematical Reforms in English Secondary Schools

1966 ◽  
Vol 59 (1) ◽  
pp. 42-52
Author(s):  
Byran Thwaites
Keyword(s):  
Secondary Schools ◽  
English Education ◽  
Reform Movement ◽  
Mathematical Education ◽  
General Review ◽  
International Mathematical ◽  
Prime Movers

Editor's note.—Professor Byran Thwaites of Southampton, along with Professor Cyril Hope of Worchester, is among the prime movers of reform in mathematical education in England. This paper gives not only a general review of the reform movement but also an overall philosophy of English education in language that is clear and altogether charming.—Howard F. Fehr.

International Mathematical Education: Methods and techniques of explaining new mathematical concepts in the lower forms of secondary schools, Part 1

1965 ◽  
Vol 58 (4) ◽  
pp. 345-352
Author(s):  
G. Papy
Keyword(s):  
Problem Solving ◽  
Secondary Schools ◽  
Mathematical Education ◽  
Age Group ◽  
Mathematical Concepts ◽  
International Mathematical ◽  
Methods And Techniques

Any child who is at present in the 12 to 15 age group is likely to have to use mathematics later, whatever his occupation, as a means of understanding, enquiry, and problem-solving.

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mathematicians and educators, also recognizing the need for rejuvenation, instituted several projects for reform of an out-of-date curriculum.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.

2. On the Work of the International Commission on Mathematical Teaching

1912 ◽  
Vol 6 (97) ◽  
pp. 243-246
Keyword(s):  
General Meeting ◽  
International Commission ◽  
Mathematical Education ◽  
Mathematical Teaching ◽  
International Mathematical ◽  
The Subject

The few remarks that I propose to make on this subject will hardly deserve the title of a “paper.” You are doubtless aware of the existence of the International Commission on Mathematical Education. The Commission owes its origin to the distinguished American mathematician, Professor D. E. Smith. At the International Mathematical Congress at Rome three years ago Professor Smith proposed that a “commission” be formed to enquire into questions of teaching, this Commission to report to the next meeting of the Congress, at Cambridge, on August 22-28, 1912. There have been intermediate meetings on the teaching part of the subject, and one meeting was held last September at Milan. It was not a general meeting, being attended mainly by official delegates from different countries. I had the honour of being present there, and it may perhaps interest you if I describe very briefly the matters that were under discussion.

Educating mathematics specialists to teach children from disadvantaged areas

1968 ◽  
Vol 15 (7) ◽  
pp. 606-612
Author(s):  
Myron F. Rosskopf ◽  
Jerome D. Kaplan
Keyword(s):  
Elementary School ◽  
Mathematics Teachers ◽  
School Level ◽  
Reform Movement ◽  
Mathematical Education ◽  
Qualified Teachers ◽  
The Past ◽  
Mathematics Specialists ◽  
Education Today ◽  
Mathematics Curricula

One of the major problems besetting mathematical education today is the educating of competent, imaginative teachers at all levels who are knowledgeable of mathematics, methodology, and psychology. The so-called reform movement in mathematics curricula during the past ten years has underscored the need for adequate educating of mathematics teachers. Although qualified teachers are required at all levels, a serious shortage exists at the elementary school level.

International Mathematical Education: Note on the First International Congress on Mathematical Education

1970 ◽  
Vol 63 (4) ◽  
pp. 318-319
Author(s):  
Howard F. Fehr ◽  
Jerry P. Becker
Keyword(s):  
United States ◽  
Host Country ◽  
The United States ◽  
International Congress ◽  
Mathematical Education ◽  
International Mathematical ◽  
Mathematics Educators

The First International Congress on Mathematical Education is now history. It was held in Lyon, France, August 24-30, 1969. Approximately 700 mathematics educators from 37 countries participated in this event. The United States was well represented, having approximately 100 participants. Only France, the host country, had a larger representation.

International Mathematical Education: The development of the teaching of mathematics in Soviet schools

1965 ◽  
Vol 58 (8) ◽  
pp. 715-719
Author(s):  
R. S. Cherkasov
Keyword(s):  
United States ◽  
United States Of America ◽  
The United States ◽  
Mathematical Education ◽  
International Mathematical ◽  
Teaching Of Mathematics ◽  
Opening Paragraph

When reading the article you will understand that the opening paragraph must be viewed against the background of the author's relation to his own government. The rest of the article is highly informative, enabling us to compare what has happened in Russia with what bas happened in the United States of America.—Howard F. Febr.

International Mathematical Education: Elitism and Excellence

1969 ◽  
Vol 62 (6) ◽  
pp. 505-509
Author(s):  
Howard F. Fehr ◽  
Lord C. P. Snow
Keyword(s):  
Human Activity ◽  
Mathematical Education ◽  
International Mathematical ◽  
Deductive Method ◽  
Mathematics And Science ◽  
Intellectual Climate

I thought of speaking about Science, Mathematics and the Imagination, but I have changed my mind. I fancy enough has been said on this kind of subject to last us for some time. I don't believe that many sentient educated people nowadays doubt that creative mathematics and science call for as high qualities of imagination as any human activity: if they do, they have no excuse. And I believe people are beginning to realise that creative science doesn't work as scientists used to pretend it did. Medawar's writings1 and James Watson's recent book2 have taught the simple lesson that, as a rule, scientists know the answer before they prove it. This is called the hypothetico-deductive method. All this is very interesting, but it is becoming part of the intellectual climate. So I have decided to say something on a more practical topic, where there are some decisions we may have to make—some of them quite soon. I am calling this topic Elitism and Excellence.

International Mathematical Education: Mathematics in the Schools of the U.S.S.R.

1969 ◽  
Vol 62 (3) ◽  
pp. 231-239
Author(s):  
G. G. Masloya ◽  
A. I. Markushevitz
Keyword(s):  
High School ◽  
Soviet Union ◽  
Mathematical Education ◽  
The Past ◽  
International Mathematical ◽  
The Soviet Union ◽  
School Programs ◽  
Academic Plan ◽  
Academy Of Sciences

MUCH work has been done in the Soviet Union over the past years in improving school programs. A commission on the content of education, convened by the Academy of Sciences and Academy of Pedagogical Sciences of the U.S.S.R., prepared a new academic plan for the high school and programs for all subjects, includiug mathematics. The chairman of the program commission in mathematics was academician A. N. Kolmogorov.

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