The 1969 Advanced Placement Examinations In Mathematics-Complete And “Unexpurgated”

1971 ◽  
Vol 64 (6) ◽  
pp. 499-516
Author(s):  
Daniel T. Finkbeiner ◽  
John D. Neff ◽  
S. Irene Williams
Keyword(s):  
Advanced Placement ◽  
Mathematics Instruction ◽  
Entrance Examination ◽  
College Mathematics ◽  
College Entrance Examination ◽  
College Entrance ◽  
Gradual Evolution ◽  
Most Significant Change ◽  
Significant Change ◽  
Examination Board

Under the direction of the College Entrance Examination Board the Ad-vanced Placement Program in Mathemat-ics has evolved in content as steadily as it has grown in size. (See table 1.) Course descriptions are under constant review and are revised biennially by the Com-mittee of Examiners to keep pace with trends in school and college mathematics instruction. This gradual evolution can be detected by comparing successive edi-tions of the course descriptions from 1955 to the present. The most significant change in content occurred in 1968-69 when a choice of two courses and two examinations (Calculus AB and Calculus BC) was instituted [1].*

Report of the Commission on Examinations in Mathematics to the College Entrance Examination Board

1935 ◽  
Vol 28 (3) ◽  
pp. 137
Author(s):  
W. D. Reeve
Keyword(s):  
Secondary School ◽  
Mathematics Teacher ◽  
School Mathematics ◽  
Entrance Examination ◽  
College Entrance Examination ◽  
College Entrance ◽  
Secondary School Mathematics ◽  
Examination Board

The “Report of the Commission on Examinations in Mathematics” to the College Entrance Examination Board appearing on pages 154–166 of this issue of The Mathematics Teacher will be of particular interest to all teachers of secondary school mathematics.

Editorials

1937 ◽  
Vol 30 (1) ◽  
pp. 31
Keyword(s):  
New York ◽  
General Education ◽  
New York State ◽  
Entrance Examination ◽  
National Council ◽  
College Entrance Examination ◽  
College Entrance ◽  
The Social ◽  
The Masses ◽  
Examination Board

Inasmuch as we are all interested in the general problem of what should constitute general education for the masses and in the particular problem of what part mathematics should play in that education, it is of great importance that the National Council of Teachers of Mathematics take a prominent interest in the deliberations and reports of various groups throughout the country who have been studying such problems. The social studies commission, for example, has spent an enormous amount of time and money in getting out a large number of reports. The College Entrance Examination Board has been reorganizing its requirements. A new study is just being inaugurated in connection with education in New York State under the Regents’ system. We have our own Joint Commission of the Mathematics Association of America and the National Council of Teachers of Mathematics on “The Place of Mathematics in Secondary Education.” This Commission will have to study the above problems, but their report will be more complete and helpful if they have had the support and advice of an alert membership of the two large groups which they represent. It is to be hoped, therefore, that all teachers of mathematics will follow the work of this Commission.

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