The Importance of Three Years of High School Mathematics

1984 ◽  
Vol 77 (7) ◽  
pp. 510-513
Author(s):  
Charles E. Mitchell
Keyword(s):  
High School ◽  
School Counselors ◽  
School Mathematics ◽  
High School Counselors ◽  
High School Mathematics ◽  
Mathematics Program ◽  
One Year

One of the major problems faced by high school counselors and teachers of mathematics is convincing students with college potential to remain in a mathematics program until they have completed at least two years of algebra and one year of geometry.

Using research in teaching: Notes from National Assessment: addition and multiplication with fractions

1976 ◽  
Vol 23 (2) ◽  
pp. 137-142
Author(s):  
Thomas P. Carpenter ◽  
Terrence G. Coburn ◽  
Robert E. Reys ◽  
James W. Wilson
Keyword(s):  
High School ◽  
Junior High School ◽  
Mathematics Curriculum ◽  
Junior High ◽  
Point Of View ◽  
School Mathematics ◽  
Upper Elementary ◽  
High School Mathematics ◽  
National Assessment ◽  
Mathematics Program

Development of computational skills with fractions has long been a part of the upper elementary and junior high school mathematics program. Current movements toward metrication have led some individuals to suggest that decimals will receive more attention in the mathematics curriculum with a corresponding de-emphasis on fractions. The suggestion may find an increased number of supporters, as recurring evidence indicates that pupil performance with fractions is discouragingly low. An alternative point of view is that although metrication may somewhat alter work with fractions, their importance within the structure of mathematics and to applications justifies their continued emphasis in the curriculum.

School and college mathematics

1956 ◽  
Vol 49 (7) ◽  
pp. 514-518
Author(s):  
William L. Duren
Keyword(s):  
High School ◽  
School Mathematics ◽  
High School Mathematics ◽  
College Mathematics ◽  
Mathematics Courses ◽  
Mathematics Program

A mathematician's thoughts on how to revise the high-school mathematics courses so as to minimize the “break” in the mathematics program at the beginning of the thirteenth year.

Candidates for N.C.T.M. Offices—1952 Ballot

1952 ◽  
Vol 45 (2) ◽  
pp. 139-144
Keyword(s):  
High School ◽  
Board Of Directors ◽  
Junior High School ◽  
Junior High ◽  
Vice President ◽  
School Mathematics ◽  
High School Mathematics ◽  
The Board Of Directors ◽  
One Year

The 1952 Nominating Committee presents the persons listed below as candidates for the designated offices on the Board of Directors. Two candidates are presented for each office. The term of office for Director is three years, and for President and Vice President is two years. However, the office of Vice President representing the field of Junior High School Mathematics is a newly created office, for which election will normally be held during odd-numbered years. This office is therefore to be filled this year for a term of one year.

The Junior High School Mathematics Program— Past, Present, and Future

1970 ◽  
Vol 63 (5) ◽  
pp. 383-390
Author(s):  
W. Eugene Ferguson
Keyword(s):  
High School ◽  
Mathematics Education ◽  
Junior High School ◽  
Junior High ◽  
School Mathematics ◽  
High School Mathematics ◽  
Mathematical Ideas ◽  
Mathematics Program ◽  
Education Today ◽  
High Level

Many teachers believe that the junior high school is “where the action is” in mathematics education today. Students at the junior high level usually are intellectually curious, full of life, and willing to spend some time exploring in depth mathematical ideas and concepts.

Twelfth-Grade High School Mathematics: Calculus or?

1968 ◽  
Vol 61 (1) ◽  
pp. 39-41
Author(s):  
Kenneth Streitmatter ◽  
Gerald J. Rockwood
Keyword(s):  
High School ◽  
Senior High School ◽  
School Mathematics ◽  
High Ability ◽  
High School Mathematics ◽  
Homogeneous Grouping ◽  
Twelfth Grade ◽  
Mathematics Program

THE Rocky River (Ohio) Senior High School mathematics program is organized on a three-track basis of homogeneous grouping. With due regard for this grouping, diversity of ability, achievement, and interest still exists. This diversity is especially evident in the “high-ability track” during the twelfth grade. In an effort to meet the needs of more students, further differentiation of mathematical opportunities has been provided by designing a new high-ability course.

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