International Mathematical Education: Equivalent Forms of the Parallel Axiom

1967 ◽  
Vol 60 (6) ◽  
pp. 641-652
Author(s):  
Lucas N.H. Bunt
Keyword(s):  
The Netherlands ◽  
Secondary Schools ◽  
Mathematics Teachers ◽  
Subject Matter ◽  
Official Journal ◽  
Mathematical Education ◽  
Mathematical Background ◽  
The Subject ◽  
Teaching Of Mathematics ◽  
Didactics Of Mathematics

Editor's Note.—Euclides is a magazine for the didactics of mathematics. It was started in 1924, and it is now the official journal of the associations of mathematics teachers in the Netherlands. There are ten issues a year, of 32 pages each. It contains articles on problems connected with the teaching of mathematics in the Netherlands and in other countries, especially in relation to modernization tendencies, and articles which are aimed at showing the mathematical background of the subject matter which is taught in secondary schools. It also gives reviews of books appearing in the field.

Higher Standards for Teachers of Mathematics

1934 ◽  
Vol 27 (3) ◽  
pp. 151
Author(s):  
W. D. Reeve
Keyword(s):  
Secondary Schools ◽  
Subject Matter ◽  
Major Part ◽  
Large Majority ◽  
Inherent Difficulty ◽  
Athletic Coach ◽  
The Subject ◽  
Algebra Class

The major part of the criticisms of mathematics are due to faulty and antiquated methods of teaching rather than to the inherent difficulty of the subject matter of mathematics itself. Mathematics, if properly taught, would be enjoyed by a large majority of the pupils who study it. Why else do we find so many adults who have gone through our secondary schools with a serious emotional complex against algebra? What can we expect when we reflect that in many localities the athletic coach with little training, if any, in mathematics is assigned to teach an algebra class on the theory that any body can teach algebra? Sometimes it even appears worse than that—someone is assigned to teach algebra because he happens to have a vacant period at the time the algebra class is scheduled.

Recent Advances in the Teaching of Mathematics

1917 ◽  
Vol 9 (3) ◽  
pp. 141-147
Author(s):  
R. H. Henderson
Keyword(s):  
Subject Matter ◽  
Professional Training ◽  
Recent Advances ◽  
Vital Interest ◽  
The Subject ◽  
Teaching Of Mathematics ◽  
Extended Discussion

In attempting a discussion of our subject, we are confronted by three possible lines of attack: First, what advances, if any, in the subject matter that is presented in the ordinary courses in mathematics; second, what improvements are to be noted in the methods of presentation of mathematical subjects to the classes; and third, what advancement is worthy of note among teachers of mathematics as to their professional training and fitness to be recognized as leaders in their chosen profession. Any one of these lines of thought is capable of extended discussion which exceeds the limits of this paper. We shall, therefore, set forth under each some points which appeal to us as worthy of presentation on a subject of such vital interest to us all.

scholarly journals ACADEMIC PROCRASTINATION OF STUDENTS

Abjadia ◽  
2020 ◽  
Vol 5 (2) ◽  
pp. 132-141
Author(s):  
Dyla Fajhriani N
Keyword(s):  
Secondary Schools ◽  
Subject Matter ◽  
Primary Schools ◽  
Quantitative Research ◽  
Survey Methods ◽  
College Education ◽  
Educational Institutions ◽  
Academic Procrastination ◽  
Guidance Counseling ◽  
The Subject

The process of college education differs from educational institutions in secondary schools or primary schools because the subject matter given to students is broader than the subject matter provided at secondary schools or elementary schools. students must also learn to prepare themselves not only to do their work but also in facing exams. Students often procrastinate on assignments given by lecturers for a period of a week. Most students will do their work when the allotted time is getting closer. The actual tasks can be completed faster than the deadline   it is not done immediately because they feel that if done faster or with the Overnight Speeding System "SKS" will not affect the results of the assessment. Lecturers will not give rewards for tasks that are completed faster. So that other activities or jobs that are less important (watching television or cinema, hanging out, playing games with peers) actually take precedence because it gives more self satisfaction.  This study aims to determine the academic procrastination of students in doing assignments. The research used is quantitative research using survey methods of 40 students. The results of research conducted by researchers found that the level of academic procrastination of Islamic Guidance Counseling Department students is low.

scholarly journals Mathematical competencies in a new Ukrainian school – appealing troubleshooting

2019 ◽  
Vol 24 (1) ◽  
pp. 201-213
Author(s):  
Inna Belinskaya ◽  
Oleh Hirnyi
Keyword(s):  
Mathematics Teachers ◽  
The United States ◽  
School Curriculum ◽  
Mathematical Education ◽  
Anglo Saxon ◽  
The United Kingdom ◽  
Training Courses ◽  
English Speaking ◽  
The Subject ◽  
Practical Life

The article gives a brief description and results of the study of the Lviv region teachers of mathematics opinion on the possibility and necessity of a competent approach to the formation of the content of mathematical education in the new Ukrainian school. A competent approach to reforming Ukrainian schooling under the slogan of the "new Ukrainian school" is one of the main "cross-cutting lines" of reform, and now its relevance determines its specification in relation to certain disciplines of the school curriculum – which is the subject of this article. As part of the implementation of this approach, at the Faculty of Natural and Mathematical Education of Lviv Region Institute of Postgraduate Pedagogical Education, in the period 2015-2019, the study of the subject competences of pupiles, in particular mathematical ones, was conducted. The purpose of the study was to find out the attitude of mathematics teachers to the competent approach in general and their vision of the mathematical competences of students in particular. In the process of studying with mathematics teachers - pupiles of advanced training courses at the institute, a broad discussion was held on the content of the concept of "mathematical competence", which was the main object of the study. As a basic principle, it is advisable to specify a competent approach, the principle begun in this approach in the English-speaking countries, primarily in the United Kingdom and the United States, suggests, since in our lexicon we borrowed the term "competence of pupiles " precisely from them. This is characteristic of the Anglo-Saxon philosophy of education, the principle of practicality (for the benefit of oneself): the so-called "Utilitarianism" in the British version and "pragmatism" in the American version. Teachers who participated in the study suggested replacing the outdated Soviet principle of polytechnics, calling it the principle of practical life. As a result of his discussion in applying to the content options of school mathematical education, teachers have identified five cross-cutting content lines of this education: arithmetic, algebraic, geometric, stochastic and logical.

The National Council of Teachers of Mathematics, Fourteenth Annual Meeting

1933 ◽  
Vol 26 (1) ◽  
pp. 54-56
Keyword(s):  
Secondary Schools ◽  
Board Of Directors ◽  
Annual Meeting ◽  
Mathematics Teachers ◽  
Mathematics Teacher ◽  
National Council ◽  
National Organization ◽  
Teaching Of Mathematics ◽  
Stimulation Of

The National Council of Teachers of Mathematics is a national organization of mathematics teachers in elementary and secondary schools. Its purpose is the promotion and stimulation of better teaching of mathematics. The National Council operates chiefly through three divisions of its organization; namely, The Mathematics Teacher, The Year Book, and the annual meeting of its members and board of directors.

scholarly journals The appraisal of mathematics teachers in Ghana

2000 ◽  
Vol 3 ◽  
pp. 38-66
Author(s):  
Jonathan A. Fletcher
Keyword(s):  
Mathematics Teachers ◽  
Secondary Level ◽  
Secondary Mathematics ◽  
Teacher Appraisal ◽  
Appraisal System ◽  
Secondary Mathematics Teachers ◽  
Junior Secondary ◽  
The Subject ◽  
Teaching Of Mathematics ◽  
Senior Secondary

Many mathematics teachers in Ghanaian secondary schools have little or no training in the teaching of mathematics, yet they teach the subject because of the shortage of mathematics teachers in Ghana. Such teachers and their trained counterparts, need professional help to enable them guide pupils learn the subject effectively and efficiently especially since the duration for pre-university education in Ghana has been cut by about five. This study aimed to; 1. Examine the nature of teacher appraisal in Ghana . 2. Examine the validity of existing methods of teacher appraisal in Ghana. 3. Determine which variables influence Ghanaian mathematics teachers' views about teacher appraisal and its ability to help them improve their competence of teaching mathematics. Of the 441 secondary mathematics teachers who participated in the study, 193 taught the subject at the junior secondary level and 248 taught it at the senior secondary level. In addition, 44 Ghana Education Service Officials and six heads of secondary schools who appraise mathematics teachers were sampled. Methods used included questionnaires, interviews and observation of appraisers at work. Highly significant relationships were found between mathematics teachers' perceived professional support and appraisal experience, mathematics teaching experience and professional status at the senior secondary level, and between received support and appraisal experience at the junior secondary level. The results indicated a dramatic difference between junior secondary and senior secondary mathematics teachers in their perception of the potential of the teacher appraisal system in Ghana to help them to improve their teaching of mathematics. Senior secondary mathematics teachers were generally more pessimistic about the potential of the appraisal system than their junior secondary counterparts. The study also showed that many education officials who appraise mathematics teachers have little or no training in secondary school mathematics teaching or its appraisal, yet the appraisal system for both formative and summative purposes require these officers to both "help " mathematics teachers improve their work and make judgements about their performance. These findings led to the conclusion that the teacher appraisal system in the Ghana Education Service is not valid. The implications of the findings are discussed.

How well do pupils estimate answers?

1962 ◽  
Vol 9 (8) ◽  
pp. 436-440
Author(s):  
Charles J. Faulk
Keyword(s):  
Elementary Schools ◽  
Mathematics Teachers ◽  
Subject Matter ◽  
Elementary Mathematics ◽  
Instructional Program ◽  
Third Way ◽  
Professional Literature ◽  
The Subject ◽  
Methods Of Learning ◽  
Current Emphasis

The current emphasis on mathematics in the elementary schools makes it more imperative that all elementary mathematics teachers emphasize quality in their teaching. Sueltz has said, “It is the teacher who sets the stage or creates an atmosphere or climate for learning; it is he who selects and adjusts methods of learning for a class, for group, and individuals; it is the teacher who selects the subject matter and the way in which it is learned.”1 A challenge is clearly indicated. How can the teacher meet this challenge? Beginning should be rather easy because the teacher works with the children who need help in this area. Knowing the needs and interests of boys and girls should enable teachers to make some of the decisions which Sueltz mentions. Keeping abreast of current developments in the field of elementary mathematics is a second way of meeting this challenge. Teachers who are not presently reading and studying will find that their background of training will not enable them to understand the professional literature within a year or so. A third way in which teachers can strengthen the instructional program in mathematics is through in-service education. In this manner the results of many experimental procedures which have proven successful may be discussed and incorporated into classroom procedures. Techniques and methods presently used may be reexamined to determine whether or not clarification, modification, deletion, or complete acceptance is most appropriate at this time.

Geometry as a Course in Reasoning

1923 ◽  
Vol 16 (8) ◽  
pp. 493-499
Author(s):  
Henry P. McLaughlin
Keyword(s):  
Mathematical Logic ◽  
High Schools ◽  
Mathematics Teachers ◽  
Subject Matter ◽  
Ninth Grade ◽  
Junior High Schools ◽  
Present Position ◽  
Ancient Greek ◽  
Mathematical Proofs ◽  
The Subject

How can geometry be reclaimed from its present position in most of our secondary schools as little more than an unsuccessful course in formal mathematical logic, is a question that has engaged the attention of alert teachers for many years. There is a movement on foot at the present time to overhaul the whole of our mathematical teaching in all schools below the college grade which is doing much to improve the situation. As soon as school authorities throughout the country had decided that geometry could and should be taught in the newly organized junior high schools, the problem was put squarely up to mathematics teachers to reorganize the content and methods of this subject. It was quite evident from the start that the old style presentation of mathematical proofs that we call demonstrative geometry would not be understood by pupils below the ninth grade, and there was a sneaking suspicion in the minds of many that it was not too well understood by most pupils above that grade. Accordingly Euclid's organization of the subject matter of geometry was thrown boldly overboard by mathematical committees appointed to study the situation, and a course of study was recommended which was based on the capacities of childrens’ minds rather than on those of the ancient Greek philosophers. Rigid proofs were eliminated and intuitive, observational, inventional, and numerical geometry was substituted.

An Analysis Showing Where Guidance Might Be Helpful in the Teaching of Mathematics

1946 ◽  
Vol 39 (8) ◽  
pp. 351-353
Author(s):  
Ann C. Peters
Keyword(s):  
High School ◽  
Social Development ◽  
Subject Matter ◽  
Mathematics Teacher ◽  
Classroom Teacher ◽  
School Population ◽  
The Subject ◽  
Teaching Of Mathematics

Accepting the thesis that through guidance children can be helped to live richly, we might well go further in stating that guidance and education are aspects of the same thing—the development of the whole individual. If guidance and education are the inseparable twins, then the task of directing personality, intellectual and social development falls heavily, indeed, upon the classroom teacher; for it is he who determines when the child and when the subject matter shall be taught. This, then, is the problem facing the classroom teacher of today, and the mathematics teacher in particular, as his complexities seem to have “varied directly as the increase of the high school population.”

The Coordination of the Teaching of Mathematics

1940 ◽  
Vol 33 (5) ◽  
pp. 216-220
Author(s):  
Sophia H. Levy
Keyword(s):  
Social Studies ◽  
Secondary Schools ◽  
The Hours ◽  
School Day ◽  
The Subject ◽  
Teaching Of Mathematics

In our complicated world of today, when mathematics is needed more than ever before, it is being taught less. The trend towards giving more and more practical courses in secondary schools has created a definite competition for the hours of the school day. Courses in commercial subjects, shop work, and social studies, among others, have been expanded and intensified, while courses in mathematics have been diluted, postponed, or sometimes left out of the program entirely. Mathematics is not at fault, nor are the teachers at fault. The results, as stated by mathematicians, to be attained by the study of the subject are worthy ones, but it is true that these desirable aims are not always being achieved. And since the fault is not with mathematics, it must either be in the content of the courses offered or else in the methods of teaching them. The goal of all teachers in the field should be so to enhance the contents of their courses and so to improve the methods of teaching them that the aims of the study of mathematics will be more clearly realized and that its value will be more generally appreciated. Through coordination of the teaching of mathematics these goals will be more readily attained.

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