Twelfth-Grade High School Mathematics: Calculus or?

1968 ◽  
Vol 61 (1) ◽  
pp. 39-41
Author(s):  
Kenneth Streitmatter ◽  
Gerald J. Rockwood
Keyword(s):  
High School ◽  
Senior High School ◽  
School Mathematics ◽  
High Ability ◽  
High School Mathematics ◽  
Homogeneous Grouping ◽  
Twelfth Grade ◽  
Mathematics Program

THE Rocky River (Ohio) Senior High School mathematics program is organized on a three-track basis of homogeneous grouping. With due regard for this grouping, diversity of ability, achievement, and interest still exists. This diversity is especially evident in the “high-ability track” during the twelfth grade. In an effort to meet the needs of more students, further differentiation of mathematical opportunities has been provided by designing a new high-ability course.

Using research in teaching: Notes from National Assessment: addition and multiplication with fractions

1976 ◽  
Vol 23 (2) ◽  
pp. 137-142
Author(s):  
Thomas P. Carpenter ◽  
Terrence G. Coburn ◽  
Robert E. Reys ◽  
James W. Wilson
Keyword(s):  
High School ◽  
Junior High School ◽  
Mathematics Curriculum ◽  
Junior High ◽  
Point Of View ◽  
School Mathematics ◽  
Upper Elementary ◽  
High School Mathematics ◽  
National Assessment ◽  
Mathematics Program

Development of computational skills with fractions has long been a part of the upper elementary and junior high school mathematics program. Current movements toward metrication have led some individuals to suggest that decimals will receive more attention in the mathematics curriculum with a corresponding de-emphasis on fractions. The suggestion may find an increased number of supporters, as recurring evidence indicates that pupil performance with fractions is discouragingly low. An alternative point of view is that although metrication may somewhat alter work with fractions, their importance within the structure of mathematics and to applications justifies their continued emphasis in the curriculum.

Sixteenth Summer Meeting University of California, Los Angeles Campus August 19, 20, 21, 22, 1956

1956 ◽  
Vol 49 (5) ◽  
pp. 412
Keyword(s):  
High School ◽  
Teacher Education ◽  
Los Angeles ◽  
Senior High School ◽  
School Mathematics ◽  
University Of California ◽  
High School Mathematics ◽  
College Mathematics ◽  
Senior College

The program which is now being planned for this summer meeting of N.C.T.M. in Los Angeles will include general sessions addressed by nationally known speakers, a banquet, a luncheon, and many sectional meetings. These meetings should be of interest to teachers of elementary arithmetic, and junior and senior high school mathematics, as well as to teachers of junior and senior college mathematics. Special sections will also deal with aspects of teacher education in mathematics.

So-called Shortcuts Often Cause Confusion

1947 ◽  
Vol 40 (2) ◽  
pp. 62-64
Author(s):  
Edith L. Mossman
Keyword(s):  
High School ◽  
Senior High School ◽  
School Mathematics ◽  
Eighth Grade ◽  
First Year ◽  
High School Mathematics ◽  
College Mathematics ◽  
Algebra Theory ◽  
And Algebra

In arithmetic through the eighth grade and in first year algebra, is not the thorough understanding of fundamental principles of first importance? That this need of first importance has not been generally taken care of, is evidenced in many ways: (1) Such reports as that given by Admiral Nimitz, pointing out the weakness of our boys in junior and senior high school mathematics. (2) J. Kadushin's statements about the inability of men in the factories to handle simplest work in fractions, and their fear of taking any course in mathematics. (3) Constant complaint from teachers of physics, chemistry and algebra theory as to ignorance of the formula: what it is, what can and cannot be done to it. (4) The experience of much tutoring going on in universities, showing that great numbers have trouble with college mathematics because they did never really understand their work in arithmetic and algebra.

Geodesic Domes by Euclidean Construction

1978 ◽  
Vol 71 (7) ◽  
pp. 582-587
Author(s):  
Magnus J. Wenninger
Keyword(s):  
High School ◽  
Mathematics Teacher ◽  
Senior High School ◽  
School Mathematics ◽  
Vector Analysis ◽  
High School Mathematics ◽  
Geodesic Domes ◽  
Coordinate Geometry

In the February 1977 issue of the Mathematics Teacher, Fred Blaisdell and Art Indelicato coauthored an article entitled “Finding Chord Factors of Geodesic Domes.” Their approach involved threedimensional coordinate geometry and vector analysis, and the opinion was expressed that “the mathematics of geodesic domes is well within the capability of most senior high school mathematics analysis classes.”

The Importance of Three Years of High School Mathematics

1984 ◽  
Vol 77 (7) ◽  
pp. 510-513
Author(s):  
Charles E. Mitchell
Keyword(s):  
High School ◽  
School Counselors ◽  
School Mathematics ◽  
High School Counselors ◽  
High School Mathematics ◽  
Mathematics Program ◽  
One Year

One of the major problems faced by high school counselors and teachers of mathematics is convincing students with college potential to remain in a mathematics program until they have completed at least two years of algebra and one year of geometry.

scholarly journals Senior high school mathematics teachers’ perception and use of assessment in the classroom

2019 ◽  
Vol 15 (2) ◽  
pp. 43-54
Author(s):  
Mavis Okyere ◽  
Ernest Larbi
Keyword(s):  
High School ◽  
Mathematics Teachers ◽  
Teaching And Learning ◽  
Classroom Assessment ◽  
Senior High School ◽  
School Mathematics ◽  
Educational Goals ◽  
High School Mathematics ◽  
Use Of Assessment ◽  
High School Mathematics Teachers

The study investigated senior high school mathematics teachers’ perception and practices of classroom assessment since assessment is considered a critical tool for assessing the achievement of learning objectives in particular and educational goals in general. The study adopted a mixed-methods design. Sixty-two mathematics teachers were sampled from the selected schools to participate in the study. The instrument used in the data collection was a questionnaire. The internal consistency of the instrument designed had a calculated Cronbach alpha reliability coefficient of 0.74. The quantitative data gathered were analysed using descriptive statistics. The results from the study revealed that mathematics teachers had a positive perception about classroom assessment as most of them indicated that assessment is a tool to inform teaching and learning. There were, however, few teachers who still had a negative perception about assessment. Their reasons being that assessment had always been a tool for assigning grades and also used to promote students, hence had little benefit to teaching and learning process. The study also showed that the mathematics teachers’ practices of classroom assessment did not match up to the views they held about classroom assessment. Retraining of teachers through seminars and workshops were therefore recommended.

Articulation of Junior and Senior High-School Mathematics

1921 ◽  
Vol 14 (2) ◽  
pp. 88-94
Keyword(s):  
High School ◽  
Senior High School ◽  
The Body ◽  
School Mathematics ◽  
Human Anatomy ◽  
High School Mathematics

Articulation while only a borrowed and a figurative word still implies the joining of things more or less distinct though as closely “articulated” as the arm and the body in human anatomy.

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