Implementing the Professional Standards for Teaching Mathematics: External and Internal Characteristics of Learning Environments

1996 ◽  
Vol 89 (2) ◽  
pp. 112-115
Author(s):  
Suzanne H. Chapin ◽  
Kristen E. Eastman
Keyword(s):  
High School ◽  
Learning Environments ◽  
School Mathematics ◽  
Professional Standards ◽  
Teaching Mathematics ◽  
High School Mathematics ◽  
Mathematics Class

Mr. Dunn, a professional surveyor, has been invited to speak to a high school mathematics class.

Call for Manuscripts: Entry-Level High School Mathematics Courses: Maximizing Learning for ALL

2009 ◽  
Vol 103 (1) ◽  
pp. 69
Keyword(s):  
High School ◽  
Mathematics Teacher ◽  
School Mathematics ◽  
Teaching Mathematics ◽  
High School Mathematics ◽  
Mathematics Courses ◽  
Entry Level ◽  
Learning Mathematics

The Mathematics Teacher is eager to publish articles about teaching mathematics at the entry level. These courses are critical to fostering students' pursuit of and love for learning mathematics through the high school years and beyond.

Devices for the Mathematics Classroom: Finding distances with the telemeter

1955 ◽  
Vol 48 (7) ◽  
pp. 473-475
Author(s):  
Herbert J. Schiff
Keyword(s):  
High School ◽  
Mathematics Classroom ◽  
School Mathematics ◽  
Horizontal Distance ◽  
High School Mathematics ◽  
Mathematics Class

The telemeter is an instrument which may be used to estimate the horizontal distance between two points. Its construction depends on the application of concepts from trigonometry, but the instrument itself may be used in almost any high school mathematics class.

The Big Loser

1999 ◽  
Vol 92 (3) ◽  
pp. 208-213
Author(s):  
Daniel Marks
Keyword(s):  
High School ◽  
School Mathematics ◽  
High School Mathematics ◽  
Short And Long Term ◽  
The Subject ◽  
Mathematics Class

The identity of the team in greatest jeopardy of becoming the big loser is the subject of this article. This article explores several facts about the big loser, offering them in a hierarchy that may be appropriate for creating various short– and long–term projects for a high school mathematics class.

scholarly journals High School Mathematics Club

1933 ◽  
Vol 26 (2) ◽  
pp. 70-76
Keyword(s):  
High School ◽  
School Mathematics ◽  
The Other ◽  
High School Mathematics ◽  
Class A ◽  
Mathematics Class

Fellow Students of Mathematics: A wise old observer has remarked that there is as much difference in folks as there is in anybody. Take the cases of A and B. These impersonal names are used for typical members of any mathematics class. A (Alice or Arthur) comes to the teacher with the request “Can't you find us some harder originals? Even father could do all that you assigned for last night.” B (Betty or Bernard) closes the book just before recitation and sighs audibly “There, if he calls on me early and lets me alone, I can prove his parallelograms equal but, if he makes me stop to give reasons, I'm sunk.” Scattered between A and B are the other members of the class, not so ambitious as to want to do much more than was called for, and not so stupid as to believe that mathematics can be mastered by memorizing a textbook. This talk is an attempt to show that a well-conducted mathematics club will have something of value for all kinds of pupils.

Tips for Beginners: Pupil discovery in junior high school mathematics

1956 ◽  
Vol 49 (4) ◽  
pp. 301-303
Author(s):  
William C. Lowry
Keyword(s):  
High School ◽  
Junior High School ◽  
Junior High ◽  
School Mathematics ◽  
Teaching Mathematics ◽  
High School Mathematics

Some teachers feel that the method of pupil discovery in teaching mathematics is too slow, too time consuming. Often, however, when the teacher merely “covers” the material of a course, it is found that what he thinks has been taught remains hazy and only partially revealed to the pupil.

Mathematics Examinations: Russian Experiments

2003 ◽  
Vol 96 (5) ◽  
pp. 336-342
Author(s):  
Alexander Karp
Keyword(s):  
High School ◽  
Full Range ◽  
Educational Assessment ◽  
School Mathematics ◽  
Teaching Mathematics ◽  
High School Mathematics ◽  
Teaching Approaches ◽  
Policy Makers ◽  
The Public ◽  
The Subject

The goal of this article is to describe the objectives and methods of Russia's—more precisely, of St. Petersburg's—graduation examinations in high school mathematics. Although some interesting studies have described the experience of other nations (see, e.g., Dossey [1996]), the information is not widely disseminated and possible implications for American practice are not discussed much. However, the attention of both the public and the policy makers is now directed at the need for educational assessment, and other examination systems can serve as working experiments in methods of assessment. Such a comparison does not imply constructing a crude tabular comparison between systems of instruction and examination results or constructing simplistic hierarchies of teaching approaches, since curricula and the focus of teaching vary from one system to another. Our increased awareness of the full range of mathematics now being taught, in both content and pedagogy, should inform our own discussions of these issues. The Russian experience in teaching mathematics is a case in point, and knowledge of this experience might help anyone who is interested in teaching the subject.

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