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.

Interest of Pupils in High School Mathematics and Factors in Securing It

1927 ◽  
Vol 20 (1) ◽  
pp. 26-38
Author(s):  
Alfred Davis
Keyword(s):  
High School ◽  
Present Status ◽  
School Mathematics ◽  
High School Mathematics ◽  
Single Class ◽  
Class A ◽  
The Subject

A few years ago attention was attracted to the high percentage of failures among pupils taking high school mathematics. Sometimes as many as 50% or even more would fail in a single class. A little consideration would have convinced the teachers that such a situation must soon attract unfavorable criticism, and that this might be expected from those who were not most favorably disposed towards the subject. At a time when every subject was to be tried and judged, not according to its past achievements, nor according to its future possibilities, but according to present status alone, someone was certain to take a one-eyed view of high school mathematics and condemn it as an unsuitable subject to be required of all high school pupils.

Let’s Use Trigonometry

1975 ◽  
Vol 68 (2) ◽  
pp. 157-160
Author(s):  
John J. Rodgers
Keyword(s):  
High School ◽  
Subject Matter ◽  
School Mathematics ◽  
High School Mathematics ◽  
Mathematics Courses ◽  
High School Geometry ◽  
School Geometry ◽  
The Subject ◽  
Order Of Presentation

All too often in the teaching of high school mathematics courses, we overlook the inherent flexibility and interdependence of the subject matter. It is easy to fall into the trap of presenting algebra, trigonometry, geometry, and so on, as separate areas of study. It is because they were taught this way traditionally. With relatively minor changes in the order of presentation, we can demonstrate to the student the vital interconnectiveness of mathematics. For example, many courses in high school geometry include a unit on trigonometry. The student learns three trigonometric ratios, namely, the sine, the cosine, and the tangent. He also learns to use the trigonometric tables to solve for an unknown side of a right triangle. Generally this material comes quite late in the year.

Finding Social Mathematics in School Activities

1936 ◽  
Vol 29 (7) ◽  
pp. 340-345
Author(s):  
Dorothy Noyes
Keyword(s):  
High School ◽  
School Organization ◽  
School Mathematics ◽  
High School Mathematics ◽  
School Activities ◽  
School Subjects ◽  
The Subject

Judging from a number of the recent articles on high school mathematics it would seem that there is much thinking and considerable experimenting being done on the subject of making mathematics more functional. Mathcmatics has its definite place in our school organization outside of the immediate classroom; a place proportionate to that of other school subjects but which perhaps has not been as evident.

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.

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.

Including Leap Year in the Canonical Birthday Problem

2004 ◽  
Vol 97 (2) ◽  
pp. 87-89
Author(s):  
M. J. Nandor
Keyword(s):  
High School ◽  
A Priori ◽  
School Mathematics ◽  
Discrete Mathematics ◽  
High School Mathematics ◽  
Birthday Problem ◽  
The Subject

The solution to the canonical birthday problem is taught at all levels of high school mathematics from algebra to discrete mathematics. Although many excellent articles and applets have been written on the subject, I am surprised that the a priori assumption that only 365 days are in a year is ubiquitous; leap year is rarely—if ever—included in the calculation. In this article, I show how to include leap years, and I examine some of the consequences of doing so.

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.

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