International Mathematical Education: Present-Day Problems of Mathematical Instruction

1968 ◽  
Vol 61 (8) ◽  
pp. 791-800
Author(s):  
Wily Servais
Keyword(s):  
Mathematical Education ◽  
Mathematical Instruction ◽  
International Mathematical

Mathematics, since the dawn of civilization, has been considered as a rational discipline of excellence and as one of the master components of the intellectual equipment of mankind. From day to day it has amplified its scope over the theoretic plane, in the use of calculating machines, and in the domain of its applications.

2. On the Work of the International Commission on Mathematical Teaching

1912 ◽  
Vol 6 (97) ◽  
pp. 243-246
Keyword(s):  
General Meeting ◽  
International Commission ◽  
Mathematical Education ◽  
Mathematical Teaching ◽  
International Mathematical ◽  
The Subject

The few remarks that I propose to make on this subject will hardly deserve the title of a “paper.” You are doubtless aware of the existence of the International Commission on Mathematical Education. The Commission owes its origin to the distinguished American mathematician, Professor D. E. Smith. At the International Mathematical Congress at Rome three years ago Professor Smith proposed that a “commission” be formed to enquire into questions of teaching, this Commission to report to the next meeting of the Congress, at Cambridge, on August 22-28, 1912. There have been intermediate meetings on the teaching part of the subject, and one meeting was held last September at Milan. It was not a general meeting, being attended mainly by official delegates from different countries. I had the honour of being present there, and it may perhaps interest you if I describe very briefly the matters that were under discussion.

Socializing Mathematical Instruction

1948 ◽  
Vol 41 (1) ◽  
pp. 3-7
Author(s):  
Howard F. Fehr
Keyword(s):  
Mathematical Education ◽  
Mathematical Instruction ◽  
Common Heritage ◽  
Mathematics Program ◽  
Types Of Instruction

The statement that all men are created equal has all too often been interpreted to mean that there is only a sameness to humanity, and hence that all men are to have the same of everything in life, the same worldly goods, the same schooling, the same recreation, the same rights and privileges., the same mathematical education. Of course we know this is nonsense, recognizing that all of us differ in endowed talents, in degrees of performance, and in the types of instruction and schooling we should obtain. We must always remember that the essence of democracy is difference, not sameness, and that our schools must provide for this difference. Yet to preserve our democracy we must share a common heritage, a sameness that unites us as one nation, and we must likewise provide for this sameness in our schools. It is in this light that a mathematics program must be devised for the oncoming generation.

International Mathematical Education: Note on the First International Congress on Mathematical Education

1970 ◽  
Vol 63 (4) ◽  
pp. 318-319
Author(s):  
Howard F. Fehr ◽  
Jerry P. Becker
Keyword(s):  
United States ◽  
Host Country ◽  
The United States ◽  
International Congress ◽  
Mathematical Education ◽  
International Mathematical ◽  
Mathematics Educators

The First International Congress on Mathematical Education is now history. It was held in Lyon, France, August 24-30, 1969. Approximately 700 mathematics educators from 37 countries participated in this event. The United States was well represented, having approximately 100 participants. Only France, the host country, had a larger representation.

International Mathematical Education: The development of the teaching of mathematics in Soviet schools

1965 ◽  
Vol 58 (8) ◽  
pp. 715-719
Author(s):  
R. S. Cherkasov
Keyword(s):  
United States ◽  
United States Of America ◽  
The United States ◽  
Mathematical Education ◽  
International Mathematical ◽  
Teaching Of Mathematics ◽  
Opening Paragraph

When reading the article you will understand that the opening paragraph must be viewed against the background of the author's relation to his own government. The rest of the article is highly informative, enabling us to compare what has happened in Russia with what bas happened in the United States of America.—Howard F. Febr.

International Mathematical Education: Elitism and Excellence

1969 ◽  
Vol 62 (6) ◽  
pp. 505-509
Author(s):  
Howard F. Fehr ◽  
Lord C. P. Snow
Keyword(s):  
Human Activity ◽  
Mathematical Education ◽  
International Mathematical ◽  
Deductive Method ◽  
Mathematics And Science ◽  
Intellectual Climate

I thought of speaking about Science, Mathematics and the Imagination, but I have changed my mind. I fancy enough has been said on this kind of subject to last us for some time. I don't believe that many sentient educated people nowadays doubt that creative mathematics and science call for as high qualities of imagination as any human activity: if they do, they have no excuse. And I believe people are beginning to realise that creative science doesn't work as scientists used to pretend it did. Medawar's writings1 and James Watson's recent book2 have taught the simple lesson that, as a rule, scientists know the answer before they prove it. This is called the hypothetico-deductive method. All this is very interesting, but it is becoming part of the intellectual climate. So I have decided to say something on a more practical topic, where there are some decisions we may have to make—some of them quite soon. I am calling this topic Elitism and Excellence.

International Mathematical Education: Mathematics in the Schools of the U.S.S.R.

1969 ◽  
Vol 62 (3) ◽  
pp. 231-239
Author(s):  
G. G. Masloya ◽  
A. I. Markushevitz
Keyword(s):  
High School ◽  
Soviet Union ◽  
Mathematical Education ◽  
The Past ◽  
International Mathematical ◽  
The Soviet Union ◽  
School Programs ◽  
Academic Plan ◽  
Academy Of Sciences

MUCH work has been done in the Soviet Union over the past years in improving school programs. A commission on the content of education, convened by the Academy of Sciences and Academy of Pedagogical Sciences of the U.S.S.R., prepared a new academic plan for the high school and programs for all subjects, includiug mathematics. The chairman of the program commission in mathematics was academician A. N. Kolmogorov.

International Mathematical Education: The Czechoslovak National Mathematical Olympiads

1968 ◽  
Vol 61 (1) ◽  
pp. 80-85
Author(s):  
Julius H. Hlavaty
Keyword(s):  
Elementary School ◽  
Secondary School ◽  
National Level ◽  
European Countries ◽  
Mathematical Education ◽  
East European ◽  
International Mathematical

SINCE 1950 every young hopeful future mathematician in a secondary school in Czechoslovakia, or even in elementary school, looks forward to the various rounds of the annual mathematical olympiad. He has hopes for valuable prizes (mostly books on mathematics)- but even more to the sheer glory of recognition (in the form of certificates) on a local, regional, or national level. If he is in the last year of a secondary school, he may even reach the International Olympiad conducted annually (since 1959) by the East European countries.

Mathematics Recreations

1953 ◽  
Vol 46 (3) ◽  
pp. 185-192
Keyword(s):  
Secondary Schools ◽  
Mathematics Teacher ◽  
Classroom Instruction ◽  
Actual Practice ◽  
Mathematical Education ◽  
Recreational Activities ◽  
Mathematical Instruction ◽  
Illustrative Material

In the January 1953 issue of The Mathematics Teacher this department offered some observations concerning some recreational activities which may be associated with certain specific properties of the principles of system of numeration. Generally, the properties of systems of numeration are not included in the scope of mathematical instruction in the secondary schools. This is unfortunate if not deplorable. Teachers, teachers of teachers, textbook authors, proponents of considerations of pedagogical theories in mathematical education, all of them proclaim their allegiance to the principle that proper and interesting illustrative material is a sine qua non of good classroom instruction. The relation between these proclamations and actual practice may be non-linearly inversely proportional.

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