Ratio Analysis: Where Investments Meet Mathematics

2002 ◽  
Vol 95 (1) ◽  
pp. 60-68
Author(s):  
Susan D. Barton ◽  
Denise Woodbury
Keyword(s):  
High School ◽  
Mathematics Teacher ◽  
Intrinsic Value ◽  
School Mathematics ◽  
Ratio Analysis ◽  
Valid Argument ◽  
High School Mathematics ◽  
Mathematical Concepts ◽  
The World ◽  
Principles And Standards

A valid argument can be made that concepts in mathematics should be studied for their own intrinsic value. Yet almost every high school mathematics teacher has heard the plaintive wail, “When will I ever use this?” Many students need to ground their understanding of mathematical concepts in a realworld setting. NCTM's Principles and Standards for School Mathematics also confirms that developing connections among mathematics, other subjects, and the world outside the classroom is important in giving the students “greater mathematical power” (2000, p. 354).

Thanks from the Editorial Panel

2018 ◽  
Vol 111 (7) ◽  
pp. 558-559
Keyword(s):  
High School ◽  
Mathematics Teachers ◽  
Mathematics Teacher ◽  
Teacher Educators ◽  
School Mathematics ◽  
High School Mathematics ◽  
College And University ◽  
Mathematics Educators ◽  
High School Mathematics Teachers

The success of Mathematics Teacher is very much dependent on the volunteer efforts of many mathematics educators. Those who serve as department editors, manuscript referees, and publications and courseware reviewers include high school mathematics teachers, curriculum designers, college and university mathematicians, and teacher educators. Their contributions are deeply appreciated.

Mathematics in the Junior High School: Textbook series and learning theory

1955 ◽  
Vol 48 (3) ◽  
pp. 162-164
Author(s):  
G. W. Brown
Keyword(s):  
High School ◽  
Learning Theory ◽  
Junior High School ◽  
Mathematics Teacher ◽  
Junior High ◽  
Ninth Grade ◽  
High School Mathematics ◽  
Learning Sequence ◽  
Mathematical Concepts ◽  
Textbook Series

Do textbook series in arithmetic develop the mathematical concepts and skills in accordance with current learning theory? This is an important question for the junior high school mathematics teacher. The answer determines the extent to which the teacher may rely on the textbook for guidance in the learning sequence. Since, for many students, mathematics instruction ceases at ninth grade, mathematical strands considered by teachers and textbook writers to be important must be brought to a culminating point by that time.

Mathematics in the Junior High School: What should be the nature and content of junior high school mathematics?

1955 ◽  
Vol 48 (6) ◽  
pp. 413-415
Author(s):  
William David Reeve
Keyword(s):  
High School ◽  
Junior High School ◽  
Mathematics Teacher ◽  
Junior High ◽  
School Mathematics ◽  
National Council ◽  
Stanford University ◽  
High School Mathematics ◽  
Full Support ◽  
School Movement

I do not think that the various departments, so called, in The Mathematics Teacher are equally interesting or equally valuable, but a new department, introduced in the January, 1955, issue, is one that I think should receive the support of all teachers of mathematics whether or not they are actually members of The National Council of Teachers of Mathematics. I refer, of course, to the new department edited by Kinney and Dawson of Stanford University. It will have my full support because I think that we have made a failure, more or less, of the junior high school movement.

Geodesic Domes by Euclidean Construction

1978 ◽  
Vol 71 (7) ◽  
pp. 582-587
Author(s):  
Magnus J. Wenninger
Keyword(s):  
High School ◽  
Mathematics Teacher ◽  
Senior High School ◽  
School Mathematics ◽  
Vector Analysis ◽  
High School Mathematics ◽  
Geodesic Domes ◽  
Coordinate Geometry

In the February 1977 issue of the Mathematics Teacher, Fred Blaisdell and Art Indelicato coauthored an article entitled “Finding Chord Factors of Geodesic Domes.” Their approach involved threedimensional coordinate geometry and vector analysis, and the opinion was expressed that “the mathematics of geodesic domes is well within the capability of most senior high school mathematics analysis classes.”

scholarly journals Elaboração e viabilização de uma aula sobre circunferência no ensino médio: um estudo de caso baseado na gênese documental

2020 ◽  
Vol 9 (1) ◽  
Author(s):  
CHRYSTIAN BASTOS DE ALMEIDA ◽  
CELINA APARECIDA ALMEIDA PEREIRA ABAR
Keyword(s):  
High School ◽  
Teacher Education ◽  
Public School ◽  
Mathematics Teacher ◽  
Theoretical Basis ◽  
Teaching Practice ◽  
The State ◽  
School Mathematics ◽  
High School Mathematics ◽  
Use Of Resources

ResumoEste artigo visa a apresentar um estudo sobre o trabalho documental de um professor de Matemática do Ensino Médio e de um professor articulador de área, no processo de elaboração e viabilização de uma aula sobre circunferência, numa turma de 3ª série do Ensino Médio. Consideramos como principal base teórica a Gênese Documental, na qual a criação de um documento ocorre a partir de uma coletânea de recursos por apropriação e modificação pelo professor. Assim, em um intervalo de dois meses, em uma escola pública da rede estadual da Bahia, ocorreu a observação do trabalho do professor, organizado em três fases: antes, durante e depois de sua aula; através delas, procuramos discutir o uso dos recursos propostos pelo professor de Matemática e professor articulador para o ensino de circunferência. As conclusões do trabalho indicam expectativas teórico-metodológicas para a implementação de estudos na área da formação continuada docente, na direção da investigação reflexiva, sobre o uso de recursos para a viabilização da prática docente. Palavras-chave: Gênese Documental; Circunferência; Formação continuada docente.AbstractThis article aims to present a study on the documentary work of a high school mathematics teacher and of an area coordinator teacher, in the process of elaborating and making a circumference class feasible, in a 3rd grade class in high school. We consider Documentary Genesis as the main theoretical basis, in which the creation of a document occurs from a collection of resources by appropriation and modification by the teacher. Thus, in an interval of two months, in a public school in the state network of Bahia, the work of the teacher was observed, organized in three phases: before, during and after his class; through them, we seek to discuss the use of resources proposed by the mathematics teacher and articulator teacher for teaching circumference. The conclusions of the work indicate theoretical and methodological expectations for the implementation of studies in the area of continuing teacher education, in the direction of reflective investigation, on the use of resources to make teaching practice feasible.Keywords: Documentary Genesis; Circumference; Continuing teacher education. 

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.

Reader Reflections: March 2008

2008 ◽  
Vol 101 (7) ◽  
pp. 486-489
Keyword(s):  
High School ◽  
Mathematics Teacher ◽  
School Mathematics ◽  
High School Mathematics ◽  
Mathematical Abilities ◽  
Talented Students

One of my greatest thrills as a high school mathematics teacher has been to discover talented students. Zack Boyd, a sophomore with endless questions and impressive mathematical abilities, presented a challenge. Over the winter break, Zack created his own mathematical pattern that we were able to prove using the software Mathematica.

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