Compound Growth And Related Situations: A Problem-Solving Approach

1982 ◽  
Vol 75 (8) ◽  
pp. 640-644
Author(s):  
Francisco Soler ◽  
Richard E. Schuster
Keyword(s):  
Mathematical Modeling ◽  
Problem Solving ◽  
Secondary School ◽  
Junior College ◽  
College Preparatory ◽  
College Curriculum ◽  
College Preparatory Mathematics ◽  
Practical Mathematics ◽  
College Preparatory Curriculum ◽  
Mathematical Applications

In the traditional secondary school and junior college curriculum, “practical mathematics” and “college preparatory mathematics” have been treated as non- overlapping courses. Topics that are common mathematical applications have been relegated to courses that are remedial in nature. The outcome is quite predictable: mathematical modeling and the development of algorithms are almost totally ignored and results are presented in cookbook form. As a consequence, two things occur: students in the typical college preparatory curriculum miss being exposed to many practical aspects of mathematics, and students in non-college preparatory courses miss being exposed to the thrill of making mathematics. This latter group frequently believes that mathematics is the use of magic formulas that capriciously appear to work.

When and How Can We Use Modeling?

1989 ◽  
Vol 82 (9) ◽  
pp. 722-726
Author(s):  
Frank Swetz
Keyword(s):  
Mathematical Modeling ◽  
Mathematics Education ◽  
Problem Solving ◽  
Secondary School ◽  
North American ◽  
The State ◽  
The Past ◽  
School Classroom ◽  
Mathematical Applications

Increasingly over the past ten years, national conferences and committees investigating the state of North American mathematics education have urged an increased instructional emphasis on problem solving and mathematical applications (CBMS 1975; NCTM 1989). But despite these repeated recommendations and exhortations, in general, little progress has been made on the introduction and use of mathematicalmodeling techniques in the secondary school classroom. In part, teachers are unsure about just what mathematical modeling is and why and how it should be incorporated into the curriculum. Let's examine each one of these issues separately.

Some Suggestions for Courses in Mathematics for Non-College Preparatory Students

1919 ◽  
Vol 11 (4) ◽  
pp. 165-171
Author(s):  
Clarence E. Paddock ◽  
Harold B. Garland ◽  
Charles E. Haigler ◽  
Elmer Case ◽  
Thomas G. Rees
Keyword(s):  
High Schools ◽  
Secondary School ◽  
College Preparatory ◽  
Future Prospects ◽  
Local Conditions ◽  
College Preparatory Mathematics ◽  
The Subject ◽  
College Preparatory Students ◽  
Life Work ◽  
Preparatory Mathematics

The question of college preparatory mathematics has been so long under discussion in all its aspects that it would appear that special attention is due the pupil who does not expect to go to college, and for whom the secondary institution is the finishing school. Valuable as are the standard courses in mathematics as given in most high schools, other material can unquestionably be substituted for at least a part of them which will be of more immediate practical use to the pupil who expects to take up his life work immediately after leaving the high or other secondary school. It is manifestly impossible to suggest courses which will be applicable to all schools, or even to all schools of a given type, due to widely varying local conditions as well as to great differences in the caliber and future prospects of the pupils. The committee has spent much time and thought upon the subject and finds it difficult to recommend a complete definite course for any school, preferring rather to offer suggestions which may be the means of inspiring our schools to improve present courses or to construct practical and useful ones for our boys and girls.

Revision of College Preparatory Mathematics

1926 ◽  
Vol 19 (6) ◽  
pp. 321-328
Author(s):  
Marie Gugle
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
General Public ◽  
College Preparatory ◽  
College Entrance ◽  
Public Interests ◽  
Variable Quantity ◽  
College Preparatory Mathematics ◽  
Preparatory Mathematics

College entrance mathematics is a variable quantity; until recently each college set its own entrance requirements. As President Butler said, they “were going their several ways with sublime unconcern for the policies of other colleges, for the needs of secondary schools, or for the general public interests…. No secondary school could adjust its work and its program to their requirements.”

College Preparatory Mathematics: Preparation for What?

1968 ◽  
Vol 61 (1) ◽  
pp. 46-49
Author(s):  
Charles R. Eilber
Keyword(s):  
Secondary School ◽  
Mathematics Curriculum ◽  
School Mathematics ◽  
College Preparatory ◽  
Secondary School Mathematics ◽  
Major Aspect ◽  
The Future ◽  
College Preparatory Mathematics ◽  
Mathematics Preparation ◽  
Preparatory Mathematics

DESPITE the great amount of attention focused on the secondary school mathematics curriculum in recent years, there remains a major aspect of the teaching of college preparatory mathematics which has been consistently overlooked. While there seems to be little question that the content and approach of the modern curricula are significant and relevant to the needs and purposes of the future mathematician, engineer, physicist, and statistician, the relevance of the secondary school college preparatory mathematics curriculum to the lives of the future historian, musician, teacher of English, or any articulate layman is doubtful.

Unifying Secondary School and Junior College

1938 ◽  
Vol 9 (2) ◽  
pp. 68
Author(s):  
A. J. Brumbaugh
Keyword(s):  
Secondary School ◽  
Junior College

Report on acm's activity on community and junior college curriculum career program in computer programming

1976 ◽  
Vol 10 (SI) ◽  
pp. 267
Author(s):  
Joyce Currie Little ◽  
Harice Seeds ◽  
Ronald Lenhardt ◽  
John Dineen ◽  
John Maniotes
Keyword(s):  
Computer Programming ◽  
Junior College ◽  
College Curriculum ◽  
Career Program

EXAMINATION OF SECONDARY SCHOOL 7TH GRADE STUDENTS' MATHEMATICAL THINKING AND PROBLEM SOLVING SKILLS ON RATIONAL NUMBERS

2021 ◽  
Vol 6 (15) ◽  
pp. 552-562
Author(s):  
Fatma Berna BENLİ ◽  
Kübra GÜRTAŞ
Keyword(s):  
Problem Solving ◽  
Secondary School ◽  
Reading Time ◽  
Mathematical Thinking ◽  
Rational Numbers ◽  
Female Students ◽  
School Education ◽  
Problem Solving Skills ◽  
Significant Difference ◽  
New Knowledge

In our new education curriculum, it has been seen that it is no longer sufficient for students to learn only the achievements, unlike these gains, solution strategies that the student visualizes in his mind and designed by himself are also needed. Mathematical thinking, which is the process of obtaining new information completely different from the student's old knowledge and new knowledge, using it in the solution of the problem, and transforming that knowledge into new knowledge, has become extremely important. MEB asks students for deep mathematical thinking and problem solving skills in all questions they ask in the skill-based tests and student selection exam LGS. In this study, mathematical thinking and problem solving skills of middle school 7th grade students while solving problems will be examined. The research was applied to 241 students in 7 different secondary schools in the province of Bingöl in the Eastern Anatolia Region in the 2020-2021 academic year. In the study, it was investigated by quantitative and qualitative methods whether the mathematical thinking and problem solving skills of the students on rational numbers are related to gender, whether they had pre-school education and daily reading time. In the research, the SPSS 25 package program was used in the analysis of quantitative data, and in the analysis of qualitative data by examining the process steps in the answers from the students. As a result of the research, a statistically significant difference was found between male and female students, and this difference is in favor of female students. According to the findings obtained from the research, no statistically significant difference was found between the students who had and did not have pre-school education. Secondary school 7th grade students’ mathematical thinking and problem solving skills are related to their daily reading time. According to the results, students who read for an hour a day are more successful than students who read for fifteen minutes a day.

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