Exploring Parametric Transformations of Functions

1996 ◽  
Vol 89 (3) ◽  
pp. 232-240
Author(s):  
Charles Vonder Embse
Keyword(s):  
Secondary School ◽  
Mathematics Curriculum ◽  
School Curriculum ◽  
School Mathematics ◽  
Central Idea ◽  
Evaluation Standards ◽  
General Properties ◽  
Secondary School Curriculum ◽  
And Behavior

NCTM's Curriculum and Evaluation Standards for School Mathematics (1989, 154) identifies the study of functions as a central idea in the secondary school curriculum. In particular, the Standards document recommends that [i]n grades 9–12, the mathematics curriculum should include the continued study of functions so that all students can … analyze the effects of parameter changes on the graphs of functions; and so that, in addition, college-intending students can understand operations on, and the general properties and behavior of, classes of functions.

Connecting Geometry and Algebra: Geometric Interpretations of Distance

1995 ◽  
Vol 88 (4) ◽  
pp. 292-297
Author(s):  
Terry W. Crites
Keyword(s):  
Secondary School ◽  
Mathematics Curriculum ◽  
School Curriculum ◽  
Secondary School Curriculum ◽  
Constant Feature ◽  
And Algebra

Activities that demonstrate connections between geometry and algebra should be an Important part of the secondary school curriculum (NCTM 1989). Teachers should design lessons that allow students to investigate, discuss, and strengthen the natural ties that exist between these two areas of mathematics. Exploring topics from both a geometric and an algebraic perspective should be a constant feature of any mathematics curriculum

Remedial work in High School Mathematics

1930 ◽  
Vol 23 (1) ◽  
pp. 36-51
Author(s):  
L. H. Whitcraft
Keyword(s):  
High School ◽  
Elementary Teachers ◽  
Secondary School ◽  
School Curriculum ◽  
School Mathematics ◽  
High School Mathematics ◽  
Secondary School Curriculum ◽  
The Subject ◽  
Method Of Instruction ◽  
Remedial Work

Teachers of high school mathematics are confronted with the fact that there are more failures in the mathematics of the secondary school than in any other subject in the secondary school curriculum. These failures may be traced to some one of the following factors; (1) the materials of mathematics, consisting of the textbook, practice exercises, and special devices; (2) the teacher's method of instruction and manner of presenting the subject matter to the pupils; or (3) the methods and processes of the pupils themselves. Now that the teachers of mathematics realize that there is a great amount of criticism due the department of mathematics what are they going to do about it? The answer should be the same as the elementary teachers have given to the criticisms which have come to them-give remedial work.

Collegiate Mathematics in Relation to the Changes Proposed in the Secondary School Course

1917 ◽  
Vol 10 (1) ◽  
pp. 19-29
Author(s):  
Percey F. Smith
Keyword(s):  
Secondary School ◽  
Present Situation ◽  
School Curriculum ◽  
School Mathematics ◽  
College Teachers ◽  
Secondary School Mathematics ◽  
Secondary School Curriculum ◽  
Collegiate Mathematics

Any discussion as to a reorganization of secondary-school mathematics should be of more than passing interest to teachers of collegiate mathematics. As one looks back and remembers that college teachers exercised a controlling influence on the secondary school curriculum in the respect that the various subjects — algebra, geometry, etc. — were defined by committees dominated by the college element, the interest in the present situation grows.

Can You Fathom This? Connecting Data Analysis, Algebra, and Geometry with Probability Simulation

2008 ◽  
Vol 102 (3) ◽  
pp. 210-216
Author(s):  
Michael Todd Edwards ◽  
Steve Phelps
Keyword(s):  
Data Analysis ◽  
Secondary School ◽  
Test Scores ◽  
Teaching And Learning ◽  
School Curriculum ◽  
School Mathematics ◽  
Data Driven ◽  
Modern Life ◽  
World Data ◽  
Secondary School Curriculum

Without question, students live in an increasingly data-driven world. Data analysis plays a prominent role in various facets of modern life: Schools evaluate and revise programs on the basis of test scores; policymakers make decisions on the basis of information gleaned from polling data; supermarkets stock shelves on the basis of data collected at checkout lanes. Not surprisingly, this increased reliance on data has significantly influenced the teaching and learning of school mathematics. The study of data analysis and probability—a rarity in the secondary school curriculum twenty years ago (Boland and Nicholson 1996)—is now commonplace.

An Approach to Euclidean Geometry through Vectors

1966 ◽  
Vol 59 (3) ◽  
pp. 218-235
Author(s):  
Steven Szabo
Keyword(s):  
High School ◽  
Secondary School ◽  
Vector Space ◽  
Euclidean Geometry ◽  
Mathematics Curriculum ◽  
School Curriculum ◽  
Ninth Grade ◽  
School Mathematics ◽  
High School Curriculum ◽  
Secondary School Mathematics

Among the central ideas in mathematics today is the notion of a vector space. This concept has many applications in algebra, geometry, and analysis. In addition to its applications, the concept of a vector space can serve to relate the study of algebra and geometry in the secondary school mathematics curriculum. For the most part, the studies of algebra and geometry in the high school curriculum are not at all related. In fact, it is the case in many instances that the study of geometry turns out to be merely a strange interlude between the study of algebra in the ninth grade and the continued study of algebra in the eleventh grade.

Remedial Work in High School Mathematics

1980 ◽  
Vol 73 (1) ◽  
pp. 51-60
Author(s):  
L. H. Whitcraft
Keyword(s):  
High School ◽  
Elementary Teachers ◽  
Secondary School ◽  
School Curriculum ◽  
School Mathematics ◽  
High School Mathematics ◽  
Secondary School Curriculum ◽  
The Subject ◽  
Method Of Instruction ◽  
Remedial Work

Teachers of high school mathematics are confronted with the fact that there are more failures in the mathematics of the secondary school than in any other subject in the secondary school curriculum. These failures may be traced to some one of the following factors; (1) the materials of mathematics, consisting of the textbook, practice exercises, and special devices; (2) the teacher's method of instruction and manner of presenting the subject matter to the pupils; or (3) the methods and processes of the pupils themselves. Now that the teachers of mathematics realize that there is a great amount of criticism due the department of mathematics what are they going to do about it? The answer should be the same as the elementary teachers have given to the criticisms which have come to them- give remedial work.

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