A Proposal for the High School Mathematics Curriculum—What Does It Mean?

1966 ◽  
Vol 59 (4) ◽  
pp. 331-334
Author(s):  
James H. Zant
Keyword(s):  
High School ◽  
High School Teachers ◽  
Mathematics Curriculum ◽  
First Year ◽  
High School Mathematics ◽  
School Teachers ◽  
Know How ◽  
The Past ◽  
The Mind ◽  
Modern Mathematics

The significant thing about Dr. Kline's paper is the question it raises in the mind of the reader. Is Dr. Kline finally coining around to the point of proposing a new mathematics curriculum for the high school and doing something about it? He will certainly not make the mistake, made by many of us in the past ten years, of calling it “modern mathematics.” The idea for the first-year algebra is here; and, though he says, “The content … is the traditional one,” this is not entirely true; certainly its organization is not traditional. If he would now find what mathematics is being taught in grades 1-8 and obtain the help of some good high school teachers who know how students of this age level learn, he could write a book, and then all of us could find out what he is talking about.

What Mathematics Do High School Teachers Need to Know?

2010 ◽  
Vol 103 (6) ◽  
pp. 418-423
Author(s):  
Michael J. Gilbert ◽  
Jacqueline Coomes
Keyword(s):  
High School ◽  
High School Teachers ◽  
School Mathematics ◽  
High School Mathematics ◽  
School Teachers ◽  
Mathematics Knowledge

The MC3 project defines, describes, and characterizes the mathematics knowledge needed for teaching high school mathematics.

Foundations of algebra

1957 ◽  
Vol 50 (5) ◽  
pp. 356-360
Author(s):  
Bruce E. Meserve
Keyword(s):  
High School ◽  
High School Teachers ◽  
School Teachers ◽  
Modern Algebra ◽  
Modern Mathematics

The structure and logic of modern algebra are a fundamental “piece of knowledge” for high school teachers of modern mathematics.

Providing for Individual Needs in Mathematics

1937 ◽  
Vol 30 (5) ◽  
pp. 214-220
Author(s):  
Virgil S. Mallory
Keyword(s):  
High School ◽  
High School Teachers ◽  
School Teachers ◽  
Single Class ◽  
Know How ◽  
Large Group ◽  
Slow Group ◽  
Individual Needs ◽  
Adequate Provision ◽  
Unselected Group

As high school teachers of mathematics we are aware of the necessity for providing for differences in the abilities of the pupil in our high school clases. We know how much these abilities vary even in preumably homogeneos groups. The best pupil in a class can do, with accuracy, nearly twice as much work as another pupil in that same class and yet both of them would be classified as bright pupils. The variation in a presumably homogeneous slow group is much greater and when we realize that in an unselected group both the brightest and the slowest may be preent, it seems evident that no mere differentiation of work in a single class can possibly provide for the wide variations in interest, in abilities, and in needs of all the pupils at present in high school. The only way that adequate provision can be made is through a revision of the course of study in mathematics. In making this revision we shall have to bear in mind not only the needs of that large group of pupils for whom we baYe been steadily simplifying our courses in mathematics but also the needs of that smaller group whose native intelligence gives promise of leadership.

Coordinating High School and College Mathematics

1946 ◽  
Vol 39 (8) ◽  
pp. 354-364
Author(s):  
W. D. Reeve
Keyword(s):  
High School ◽  
High School Teachers ◽  
College Mathematics ◽  
College Teachers ◽  
School Teachers ◽  
The Past

The problem of coordinating high school and college mathematics is one in which both high school teachers of mathematics and college teachers of the same subject should cooperate in solving. Failure to coordinate these separate fields in the past has led to a great deal of confusion and genuine loss both to the students involved and also to their teachers.

Projects: Historical Modules Project

2000 ◽  
Vol 93 (8) ◽  
pp. 728
Keyword(s):  
High School ◽  
High School Teachers ◽  
National Science Foundation ◽  
Mathematics Curriculum ◽  
History Of Mathematics ◽  
Secondary Mathematics ◽  
Teaching Mathematics ◽  
School Teachers ◽  
National Science ◽  
History Of

The Historical Modules Project, a part of the Institute in the History of Mathematics and Its Use in Teaching (IHMT), is sponsored by the Mathematical Association of America (MAA) and supported by the National Science Foundation. In the project, eighteen high school teachers and six college teachers with experience in the history of mathematics have been working in six teams to develop modules for various topics in the secondary mathematics curriculum. These modules are intended to show teachers how to use the history of mathematics in teaching mathematics.

scholarly journals INTEGRATING OPEN-ENDED DESIGN IN A SCIENCE AND MATHEMATICS BASED ENGINEERING PROGRAM

2011 ◽  
Author(s):  
Paul Winkelman
Keyword(s):  
High School ◽  
High School Teachers ◽  
Correct Answer ◽  
Engineering Students ◽  
First Year ◽  
School Teachers ◽  
Engineering Programs ◽  
Engineering Program ◽  
And Mathematics ◽  
The Ideal

With curricula based largely on science and mathematics, engineering programs promote the ideal of striving for that one predetermined, correct answer. Design, being open-ended, cannot promote that single, correct answer. Thus, the paradigm of design and that of science and mathematics are not the same, presenting pedagogical challenges. The metaphor of the podium is used to highlight these challenges and suggest ways that engineering curricula might be reconstructed to honour design as well as science and mathematics. Case studies, consisting of interviews and focus groups of prospective and first-year engineering students, as well as high school teachers, provide the data for the research.

Connecting Research to Teaching: Do Teachers Need to Incorporate the History of Mathematics in Their Teaching?

2003 ◽  
Vol 96 (6) ◽  
pp. 416-421 ◽  
Author(s):  
Po-Hung Liu
Keyword(s):  
High School ◽  
Mathematics Education ◽  
Empirical Evidence ◽  
High School Teachers ◽  
Mathematics Curriculum ◽  
History Of Mathematics ◽  
School Mathematics ◽  
School Teachers ◽  
History Of ◽  
Definition Of

The merits of incorporating history into mathematics education have received considerable attention and have been discussed for decades. Still, before taking as dogma that history must be incorporated in mathematics, an obvious question is, Why should the history of mathematics have a place in school mathematics? Answering this question is difficult, since the answer is subject to one's personal definition of teaching and is also bound up with one's view of mathematics. Fauvel's (1991) list of fifteen reasons for including the history of mathematics in the mathematics curriculum includes cognitive, affective, and sociocultural aspects. My purpose in this article is not to provide complete and satisfactory answers but rather, on the basis of theoretical arguments and empirical evidence, to attempt to pinpoint worthwhile considerations to help high school teachers think about what history really can do for the curriculum and for their teaching.

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