What Should High School Geometry Be?

1968 ◽  
Vol 61 (5) ◽  
pp. 466-471
Author(s):  
Charles Buck
Keyword(s):  
High School ◽  
Mathematics Curriculum ◽  
School Mathematics ◽  
High School Mathematics ◽  
College Mathematics ◽  
High School Geometry ◽  
School Geometry ◽  
Mathematics Curricula ◽  
School Mathematics Curriculum

The question “What to do about geometry?” has for decades beset the planners of both high school and college mathematics curricula. Until the nature of the first course in high school geometry is settled, the high school mathematics curriculum cannot stabilize. If the high school geometry question could be answered, this would help the colleges to reset geometry in their curricula.

Integrating Transformation Geometry into Traditional High School Geometry

1992 ◽  
Vol 85 (9) ◽  
pp. 716-719
Author(s):  
Steve Okolica ◽  
Georgette Macrina
Keyword(s):  
High School ◽  
Mathematics Curriculum ◽  
School Mathematics ◽  
High School Mathematics ◽  
Evaluation Standards ◽  
High School Geometry ◽  
School Geometry ◽  
Transformation Geometry ◽  
To Receive ◽  
School Mathematics Curriculum

The grades 9-12 section of NCTM's Curriculum and Evaluation Standards for School Mathematics defines transformation geometry as “the geometric counterpart of functions” (1989, 161). Further, the Standards document recognizes the importance of this topic to the high school mathematics curriculum by listing it among the “topics to receive increased attention” (p. 126). Also included on this list is the integration of geometry “across topics.”

A Proposal for the High School Mathematics Curriculum: Principles of the Modern Mathematics Curricula

1966 ◽  
Vol 59 (4) ◽  
pp. 322-330 ◽  
Author(s):  
Morris Kline
Keyword(s):  
High School ◽  
Mathematics Curriculum ◽  
School Mathematics ◽  
Reform Movement ◽  
High School Mathematics ◽  
New Curriculum ◽  
Mathematics Curricula ◽  
The Many ◽  
Modern Mathematics ◽  
School Mathematics Curriculum

Before I present the major features of a new curriculum for high school mathematics, I should like to state what I understand to be the principles of the reform movement generally known as modern mathematics. My purpose in reviewing these principles is to make more apparent the differences between these curricula and what I shall propose. Though the many modern mathematics curricula differ slightly from one another, I believe it is fair to treat them collectively insofar as the underlying principles are concerned.

Mathematics in the Junior High School: Mathematical contributions to the needs of youth

1958 ◽  
Vol 51 (8) ◽  
pp. 609-612
Author(s):  
Chester Scott
Keyword(s):  
High School ◽  
Junior High School ◽  
Mathematics Curriculum ◽  
Junior High ◽  
School Mathematics ◽  
High School Mathematics ◽  
Proper Functions ◽  
School Mathematics Curriculum

In examining the organized efforts to bring the junior high school mathematics curriculum into focus with its proper functions, two movements become apparent: the administrative reorganization which created the junior high school, and the attempts to redirect the objectives of junior high mathematics.

Let’s Use Trigonometry

1975 ◽  
Vol 68 (2) ◽  
pp. 157-160
Author(s):  
John J. Rodgers
Keyword(s):  
High School ◽  
Subject Matter ◽  
School Mathematics ◽  
High School Mathematics ◽  
Mathematics Courses ◽  
High School Geometry ◽  
School Geometry ◽  
The Subject ◽  
Order Of Presentation

All too often in the teaching of high school mathematics courses, we overlook the inherent flexibility and interdependence of the subject matter. It is easy to fall into the trap of presenting algebra, trigonometry, geometry, and so on, as separate areas of study. It is because they were taught this way traditionally. With relatively minor changes in the order of presentation, we can demonstrate to the student the vital interconnectiveness of mathematics. For example, many courses in high school geometry include a unit on trigonometry. The student learns three trigonometric ratios, namely, the sine, the cosine, and the tangent. He also learns to use the trigonometric tables to solve for an unknown side of a right triangle. Generally this material comes quite late in the year.

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