A Straight Line Model for Multiplication

1966 ◽  
Vol 59 (4) ◽  
pp. 342-347
Author(s):  
Donald Fukuda ◽  
Edwin Mookini ◽  
James K. M. Siu
Keyword(s):  
Subject Matter ◽  
Secondary Mathematics ◽  
Line Model ◽  
Modern Approach ◽  
Linear Relations ◽  
Straight Line ◽  
Basic Concepts ◽  
Average Students

IN THE abundant material of modern elementary and secondary mathematics, there appears little to comfort teachers who are unfamiliar with the modern approach and students who have difficulty mastering the highly axiomatic development of subject matter. To overcome these handicaps, this unit of study is presented with the hope of offering structurally sound mathematics at a level which is intuitively discoverable and comprehensible by “average” students. (As this unit was being written, the material was tried in several classrooms by the writers.) This approach allows these students to discover some basic concepts of mathematics through linear relations.

A High School Teacher's View on the Training of Teachers of Secondary Mathematics

1936 ◽  
Vol 29 (3) ◽  
pp. 115-122
Author(s):  
Martha Hildebrandt
Keyword(s):  
High School ◽  
High Schools ◽  
Subject Matter ◽  
Secondary Mathematics ◽  
The Subject

One hears so much about changing the curriculum; about introducing into our high schools new courses, in some of which the subject matter is embarrassingly vague; about tests and measuremepts and laboratories to help the pupil adjust himself…. I hesitate, unable to choose a word for that to which the pupil must adjust himself and not at all certain just what the pupil has to adjust. One reads about differentiated courses and incidentally also about integrating courses. Is it not possible that each new fashion in education is just another attempt to improve the teaching in the schools of the respective states from which you and I come.

Functional Mathematics—Grades Seven Through Twelve

1951 ◽  
Vol 44 (5) ◽  
pp. 297-301
Author(s):  
William A. Gager
Keyword(s):  
Mathematics Teachers ◽  
Subject Matter ◽  
Mathematics Curriculum ◽  
Secondary Mathematics ◽  
The State ◽  
Department Of Education ◽  
University Of Florida ◽  
Arts And Sciences ◽  
Secondary Mathematics Teachers ◽  
The University

Is November 1917 the Florida State Department of Education and the college of Arts and Sciences at the University of Florida sponsored a study under my direction to determine ways of improving certain parts of the present secondary mathematics curriculum. Thirty-six secondary mathematics teachers, representing all areas of subject matter, all types of schools, and all sections of the state were selected to make the study. Work on the project was begun at the University of Florida on June 14, 1948.

Are Particular Abilities Necessary for Pupils to Gain an Understanding of the Elementary and Secondary Mathematics as Usually Given at the Present Time

1914 ◽  
Vol 6 (4) ◽  
pp. 192-197
Author(s):  
Charles F. Wheelock
Keyword(s):  
High School ◽  
Elementary School ◽  
Subject Matter ◽  
Secondary Mathematics

The student of mathematics in the elementary school and the high school is called upon to deal with three quite different and distinctly marked kinds of subject matter.

A Preservice Institute for Teachers of Secondary Mathematics

1972 ◽  
Vol 65 (4) ◽  
pp. 371-373
Author(s):  
Kenneth A. Retzer
Keyword(s):  
Mathematics Education ◽  
Student Teaching ◽  
Subject Matter ◽  
Field Testing ◽  
Secondary Mathematics ◽  
Teaching Mathematics ◽  
Teaching Aids ◽  
Mathematics Professor

Undergraduates, while student teaching, often have little contact with their campus except for visits from their college supervisor. They have no convenient way of sharing their experiences with their peers, of asking a mathematics professor ahout a troublesome topic in subject matter, of becoming acquainted with alternatives in textbooks, supplementary materials, and teaching aids, or of becoming involved in the production or field testing of experimental materials. Some have never taken a mathematics-education course, and others do not realize the relevance of what they have studied to teaching mathematics until they begin to wrestle, with problems in teaching mathematics.

scholarly journals Komunikasi Pendidikan (Urgensi Komunikasi Efektif dalam Proses Pembelajaran)

2021 ◽  
Vol 2 (2) ◽  
pp. 80-90
Author(s):  
Ujang Mahadi
Keyword(s):  
Intercultural Communication ◽  
Research Methods ◽  
Learning Process ◽  
Subject Matter ◽  
Positive Feedback ◽  
Educational Communication ◽  
Effective Communication ◽  
Quantitative Approach ◽  
The Subject ◽  
Basic Concepts

This study aims to determine the effectiveness of educational communication in the learning process. This study uses a quantitative approach, with explanatory research methods. The results of the study show that communication is an important part, a basic need and a medium for interacting with others to convey feelings, opinions, thoughts, information, advice and share experiences with others. Effective communication is also an important part of educational communication to convey educational messages in the learning process. Educational communication is said to be effective if the subject matter delivered by educators can be well received and understood and generates positive feedback by students. The conclusion of this research is that educators need to learn "communication science", components, functions and objectives of communication, effective communication, intercultural communication, and the basic concepts of educational communication. Because the success of education is largely determined by the ability and skills of educators in effective communication. Keywords: Communication, Effective Communication, Educational Communication.

scholarly journals Comments on the contents of the dependability terminology standard

Dependability ◽  
2021 ◽  
Vol 21 (1) ◽  
pp. 34-37
Author(s):  
B. P. Zelentsov
Keyword(s):  
Subject Matter ◽  
Middle Ground ◽  
Logical Consistency ◽  
The Subject ◽  
Basic Concepts ◽  
Correct Understanding ◽  
Interstate Standard

Aim. The long-lasting discussion of the dependability-related terminology is evidence of the relevance of the subject matter and, at the same time, identifies difficulties associated with finding middle-ground solutions. This article aims to eliminate the shortcomings associated with the application of the conventional, yet insufficiently substantiated terms in the GOST 27.002-2015 interstate standard. Correct understanding and use of terms are of great significance. Methods. The paper lays down the requirements for the used terminology in terms of internal logical consistency and identifies specific terms, the use of which violates such requirements. Several terms from the standard underwent a logical and terminological analysis based on statutory requirements and the semantic meanings of such terms. Findings and conclusions. The paper states that the perfection of terms, definitions and basic concepts comes down to the fact that a standard shall not contain synonyms, homonyms and terms previously adopted in other standards with new or modified definitions. The terminological analysis helped to identify the terms whose use is unjustified. It was noted that the term “dependability” is clearly defined as a property, whose content and meaning are set forth with adequate substantiation. However, other definitions of dependability in the standard are not substantiated. Several cases of the use of terms that do not comply with the proposed requirements were considered, e.g., “dependability estimation”, “dependability indicators estimation”, “state of item”, etc.

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