Garbage Collection, Sunday Strolls, and Soldering Problems

1972 ◽  
Vol 65 (4) ◽  
pp. 307-309
Author(s):  
Walter Meyer

Is there an area of mathematics that deals with garbage collection, Sunday strolls, and soldering problems all at once? Indeed there is, and it is called graph theory, a subject that considers the properties of configurations consisting of points and connecting lines such as the configuration shown in figure 2. (There is another meaning for the word graph, as in bar graph or graph of a function, which is not meant here.) The practical applications of graph theory are so widespread that this theory has become one of the most important and rapidly growing areas of applied mathematics in recent years. What is especially unique about it, however, is the extreme simplicity of the basic ideas. Because of this dual nature of practicality and simplicity, graphs have been creeping into the high school curriculum lately, often in the form of optional topics.

1967 ◽  
Vol 14 (7) ◽  
pp. 547-548
Author(s):  
James E. Inskeep

The modern elementary school teacher deals easily with number sentences, inequalities, and other basic ideas for expressing the characteristics of number relationships. Such an expression as 4 + □ = 7 is common in most primary-grade classrooms. Ideas of negative integers are not unfamiliar to the elementary school pupil. Solution sets cover many a junior high school mathematics class chalkboard. These ideas are not difficult and seem quite natural in the context of the elementary- junior high school curriculum. But, when I went to school, we called it algebra! And we called it algebra in the first year of high school! No sooner.


1987 ◽  
Vol 54 (2) ◽  
pp. 122-129 ◽  
Author(s):  
Andrew S. Halpern ◽  
Michael R. Benz

This article reports the partial findings of a statewide survey of high school special education programs for students with mild disabilities. The focus of this article is on the curriculum. Three sources of information were tapped for this study: (a) special education administrators, (b) high school special education teachers, and (c) parents of high school students with mild disabilities. The return rates were very high: 91%, 89%, and 45% of the three groups, respectively. Four basic topics concerning the curriculum were investigated: (a) its focus and content, (b) discrepancies between availability and utilization, (c) barriers to mainstreaming, and (d) conditions required for improvement. Both data and recommendations with respect to these topics are presented.


2011 ◽  
Vol 4 (4) ◽  
pp. 603-612 ◽  
Author(s):  
Paul M. Beardsley ◽  
Molly A. M. Stuhlsatz ◽  
Rebecca A. Kruse ◽  
Irene A. Eckstrand ◽  
Shefa D. Gordon ◽  
...  

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