International Mathematical Education: Mathematics In British Secondary Schools: Curriculum Projects

1969 ◽  
Vol 62 (4) ◽  
pp. 329-333
Author(s):  
Howard F. Fehr ◽  
Lawrence G. Campbell
Keyword(s):  
Secondary Schools ◽  
Mathematics Curriculum ◽  
Secondary Mathematics ◽  
School Mathematics ◽  
Mathematical Education ◽  
Mathematical Experiment ◽  
International Mathematical ◽  
Current Reconstruction

Not long after American teachers began the current reconstruction of the secondary mathematics curriculum, British mathematicians and educators, also recognizing the need for rejuvenation, instituted several projects for reform of an out-of-date curriculum. Among these, the programs of the School Mathematics Project and the Midlands Mathematical Experiment are most frequently cited.

Using a Programmed Text to Provide an Efficient and Thorough Treatment of Solid Geometry Under Flexible Classroom Procedures

1967 ◽  
Vol 60 (5) ◽  
pp. 492-503
Author(s):  
O. Robert Brown
Keyword(s):  
High School ◽  
Secondary Schools ◽  
Mathematics Curriculum ◽  
School Mathematics ◽  
Programmed Instruction ◽  
High School Mathematics ◽  
Solid Geometry

The UICSM Mathematics Project has long been concerned with the mathematics curriculum in today's secondary schools. Two areas of curriculum work were joined in producing the programmed solid geometry text under discussion. The content was developed from an Appendix of High School Mathematics, Unit 9 (UICSM, 1962) and an earlier UICSM unit on topics from solid geometry. The instructional procedure reflected findings of the UICSM Programmed Instruction Project (Brown, 1962 and 1964).

International Mathematical Education: High School Mathematics Reform in Greece

1966 ◽  
Vol 59 (7) ◽  
pp. 671-674
Author(s):  
C. B. Glavas
Keyword(s):  
High School ◽  
School Mathematics ◽  
Mathematical Education ◽  
Mathematics Reform ◽  
High School Mathematics ◽  
International Mathematical

In this article the school mathematics reform in Greece is examined. The exposition is on the present phase of the reform, which is limited to the lower cycle of the high school (ages twelve to fifteen).

International Mathematical Education: Some Recent Efforts for Improvement of School Mathematics in India

1968 ◽  
Vol 61 (3) ◽  
pp. 321-327
Author(s):  
J. N. Kapur
Keyword(s):  
Mathematics Education ◽  
Secondary School ◽  
Mathematics Teacher ◽  
School Mathematics ◽  
Mathematical Education ◽  
International Mathematical ◽  
School Teaching

Editor's Note.—The Mathematics Teacher (India) is a new journal in mathematics education directed mainly at secondary school teaching. With the September October 1966 issue it began its third year of publication.

scholarly journals Mathematical modeling of tech-related real-world problems for secondary school-level mathematics

2021 ◽  
Author(s):  
Zehavit Kohen ◽  
Doron Orenstein
Keyword(s):  
Mathematical Modeling ◽  
Secondary School ◽  
Real World ◽  
Mathematics Curriculum ◽  
Secondary Mathematics ◽  
School Mathematics ◽  
School Level ◽  
Workplace Mathematics ◽  
Secondary School Level ◽  
Real World Problems

AbstractThe use of authentic real-world problems that reflect the applied nature of mathematics is not prevalent in formal secondary school settings. In this study, we explore the interface between workplace mathematics, particularly tech-related real-world (TRW) problems, and school mathematics, through the explication of mathematical modeling. The research questions are (1) in which tech domains can real-world problems be identified that can be addressed using mathematical modeling for the secondary school level? (2) Which methods do engineers use to simplify tech-related problems for non-experts in their field? (3) In which areas in the secondary mathematics curriculum can TRW problems be mapped? We present a three-phase model which yielded the creation of a pool of 169 TRW problems. The first two phases of the model included extracting authentic problems from the work of tech engineers and simplifying them to be meaningful or perceivable to students. These were explored by conducting task-oriented interviews with senior tech engineers and scientists from leading companies and universities. The third phase was accomplished by interviewing mathematics education experts, and included verifying the compatibility of the problems with the formal, secondary-level mathematics curriculum. The study has methodological, theoretical, and practical contributions. These include methodology that enables identifying TRW problems that are compliant with the secondary mathematics curriculum; adding to the literature about mathematical modeling by demonstrating the interface between workplace mathematics and school mathematics; and creating a large pool of TRW problems that can be used in secondary school math lessons.

International Mathematical Education: Methods and techniques of explaining new mathematical concepts in the lower forms of secondary schools, Part 1

1965 ◽  
Vol 58 (4) ◽  
pp. 345-352
Author(s):  
G. Papy
Keyword(s):  
Problem Solving ◽  
Secondary Schools ◽  
Mathematical Education ◽  
Age Group ◽  
Mathematical Concepts ◽  
International Mathematical ◽  
Methods And Techniques

Any child who is at present in the 12 to 15 age group is likely to have to use mathematics later, whatever his occupation, as a means of understanding, enquiry, and problem-solving.

International Mathematical Education: Mathematical Reforms in English Secondary Schools

1966 ◽  
Vol 59 (1) ◽  
pp. 42-52
Author(s):  
Byran Thwaites
Keyword(s):  
Secondary Schools ◽  
English Education ◽  
Reform Movement ◽  
Mathematical Education ◽  
General Review ◽  
International Mathematical ◽  
Prime Movers

Editor's note.—Professor Byran Thwaites of Southampton, along with Professor Cyril Hope of Worchester, is among the prime movers of reform in mathematical education in England. This paper gives not only a general review of the reform movement but also an overall philosophy of English education in language that is clear and altogether charming.—Howard F. Fehr.

A study of school mathematics curriculum enacted by competent teachers in Singapore secondary schools

2017 ◽  
Vol 30 (1) ◽  
pp. 103-116 ◽  
Author(s):  
Berinderjeet Kaur ◽  
Eng Guan Tay ◽  
Tin Lam Toh ◽  
Yew Hoong Leong ◽  
Ngan Hoe Lee
Keyword(s):  
Secondary Schools ◽  
Mathematics Curriculum ◽  
School Mathematics ◽  
School Mathematics Curriculum

scholarly journals A Rationale for the Junior-Senior Secondary Mathematics Curriculum 2.0

in education ◽  
2021 ◽  
Vol 27 (1) ◽  
pp. 2-22
Author(s):  
Glen Aikenhead
Keyword(s):  
Mathematics Curriculum ◽  
Secondary Mathematics ◽  
School Mathematics ◽  
Industrial Society ◽  
Upper Class ◽  
Digital Revolution ◽  
Curriculum Differentiation ◽  
Humanistic Curriculum ◽  
Post Industrial ◽  
Senior Secondary

This paper proposes a rationale that supports a renewal of our predominantly 19th century curriculum for Grades 7–12, identified as Mathematics 1.0. It was originally established in the mid 1800s to prepare learners mostly from upper-class families to succeed in a post-industrial society. Today’s digital revolution has changed society remarkably, and the variety of learners has certainly broadened, but Mathematics 1.0 fundamentally remains the same Plato-based (Platonist) curriculum due to its social-political power, which is documented in the article. The major changes to society’s culture and the composition of learners have caused faults in Mathematics 1.0 (e.g., a relevance deficit). For the majority of learners, school mathematics has mostly become an obsolete, inequitable, and harmful rite-of-passage into adulthood, to varying degrees. A renewed curriculum, Mathematics 2.0, is rationalized and specific suggestions are offered. The minority of learners who successfully pursue mathematics to varying degrees would experience small changes in their new Mathematics 1.2. Keywords: school mathematics, humanistic, curriculum differentiation, relevance  

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