Sound Off!: Computer Algebra Systems in Secondary Mathematics Classes: The Time to Act Is Now!

2002 ◽  
Vol 95 (9) ◽  
pp. 662-667
Author(s):  
M. Kathleen Heid
Keyword(s):  
United States ◽  
Computer Algebra ◽  
Mental Arithmetic ◽  
Opportunity To Learn ◽  
Secondary Mathematics ◽  
The United States ◽  
Mathematical Understanding ◽  
Computer Algebra Systems ◽  
Paper And Pencil

Technology is giving us an opportunity to open new doors to mathematical understanding for our students, and we are failing to take advantage of that opportunity. Computer algebra systems (CASs)—and in particular, CAScapable calculators—provide ready classroom access to automated graphical, numerical, and symbolicmanipulation capabilities; and they should be as much a part of our students' mathematical repertoires as paper-and-pencil strategies or mental arithmetic. However, very few students in the United States have ever been afforded the opportunity to learn mathematics by using these tools.

Developing Ability in Mental Arithmetic

1957 ◽  
Vol 4 (4) ◽  
pp. 147-150
Author(s):  
Frances Flournoy
Keyword(s):  
Quantitative Data ◽  
Mental Arithmetic ◽  
Opportunity To Learn ◽  
Simple Computation ◽  
Common Experience ◽  
Paper And Pencil

It is a matter of common experience and observation that life presents many uses for mental a rithmetic in a rriving at quick solutions to arithmetical situations. Paper and pencil should seldom be necessary for interpreting many of these quantitative situations. Because activities of every-day life require competence in mental arithmetic, schools must provide pupils with opportunity to learn to think without paper and pencil in solving problems involving simple computation, making approximations, and interpreting quantitative data, terms, and statements.

Effects of Computer Algebra Systems on Concept and Skill Acquisition in Calculus

1991 ◽  
Vol 22 (2) ◽  
pp. 151-156 ◽  
Author(s):  
Jeanette R. Palmiter
Keyword(s):  
University Students ◽  
Skill Acquisition ◽  
Computer Algebra ◽  
Conceptual Knowledge ◽  
Computer Algebra System ◽  
Computer Algebra Systems ◽  
Traditional Methods ◽  
Paper And Pencil ◽  
Traditional Class

This study involving 78 subjects compared the performance of university students taught calculus using a computer algebra system to the performance of students using paper-and-pencil computations. Students who were taught calculus using a computer algebra system had higher scores on a test of conceptual knowledge of calculus than the students taught by traditional methods. Students in the computer class also had higher scores on a calculus computational exam using the computer algebra system than students in the traditional class using paper and pencil.

A Comparison of the mathematics in the Secondary Schools of Germany and England and the Training of Teachers of Secondary Mathematics in these Countries with the United States

1929 ◽  
Vol 22 (8) ◽  
pp. 447-461
Author(s):  
James H. Zant
Keyword(s):  
United States ◽  
Secondary Schools ◽  
Secondary Mathematics ◽  
The United States ◽  
Course Of Study

I. Organization.1. As parallel units.2. Extends over the whole system.3. Essentially the same in all courses.4. Course of study.

The Reorganization Report of 1923

1951 ◽  
Vol 44 (2) ◽  
pp. 90-96
Author(s):  
Charles H. Butler
Keyword(s):  
United States ◽  
Secondary Education ◽  
Mathematics Teacher ◽  
Secondary Mathematics ◽  
The United States ◽  
National Committee ◽  
Late Professor ◽  
The Past ◽  
Educational Philosophies

An appreciative understanding of the position and the program of mathematics in the modern American scheme of secondary education can best be had by viewing it against the backdrop of history. Its evolution from the stereotyped arithmetic of colonial days to the comprehensive and varied offering of today represents a continuing effort to make mathematics contribute all it could toward the achievement of the broad aims of prevailing educational philosophies, and many influences have been operative in shaping its course. The story of the evolving program of secondary mathematics has been fully and well recounted in numerous books and articles. It is not the purpose of this paper to tell the whole story again, but merely to indicate something of the contribution of one important committee, and especially of one of its members, to the development of the program in mathematics in the United States in the past quarter of a century. This committee was the National Committee on Mathematical Requirements, and the member of it to whom reference was made was the late Professor Raleigh Schorling, to whose memory this issue of The Mathematics Teacher is dedicated.

Report of the Committee of Bibliography

1915 ◽  
Vol 8 (1) ◽  
pp. 31-54
Author(s):  
Eugene Randolph Smith ◽  
Roberts Walter ◽  
Clarence P. Scoboria ◽  
George F. Wilder
Keyword(s):  
United States ◽  
Secondary School ◽  
Secondary Mathematics ◽  
The United States ◽  
United States Bureau ◽  
Teaching Of Mathematics

The committee has written to the publishers of secondary school texts, the colleges, the national and state departments, and the associations of teachers of mathematics, inquiring as to their publications. The list of books accompanying this report has been prepared from the material sent in answer to these requests, and everything which might be of interest to a teacher of secondary mathematics was included unless it had already been listed in the “Bibliography of the Teaching of Mathematics” published by the United States Bureau of Education as Bulletin No. 503. Books omitted from the publishers’ latest catalogs are not included. It has not seemed necessary for the purpose of this report to index its various parts, as any title wanted can easily be found under its appropriate sub-head.

scholarly journals The History of the International Twins Association (I.T.A.)

1976 ◽  
Vol 25 (1) ◽  
pp. 387-388
Author(s):  
Lavelda ◽  
Lavona Rowe
Keyword(s):  
United States ◽  
Twin Studies ◽  
Opportunity To Learn ◽  
The United States ◽  
State University ◽  
University Of Iowa ◽  
Psychology Class ◽  
History Of ◽  
One Year ◽  
Silver Lake

It is both an honor and a pleasure to stand before you today to take a small part in the First International Congress of Twin Studies.For several years, we have dreamed of someday visiting the Mendel Institute. We first became aware of Dr. Luigi Gedda's work with twins in a psychology class at the State University of Iowa, in Iowa City, Iowa, in 1954. We are here today as Ambassadors-at-large of a rather unique organization for twins - the International Twins Association, Inc.The International Twins Association, Inc (I.T.A.) was organized By and For Twins in 1932. Rev. Edward M. Clink of Silver Lake, Indiana, U.S.A. was on a tour of the United States. He encountered several sets of twins and thought that they should get together. He and his twin sister, Elsie Clink inserted an article in several newspapers requesting twins to bring a basket dinner to Center Park in Warsaw, Indiana, on Sunday, August 29, 1932. Twenty-four sets of twins were present at that first meeting.One year later, a basket dinner was served to 200 sets of twins. And by the next year, 400 doubles and 2000 onlookers were present. The 4th annual meeting in Warsaw Park in Indiana in September 1935 found more than 900 sets of twins parading before 5000 spectators. That year, many states of the union were represented.On August 1937, Fort Wayne's Trier Park in Indiana was host to 1,900 sets of twins for the 5th annual convention with 10,000 spectators. But the largest attendance, still unequalled to our knowledge, occurred the following year on August 29, 1937 when the National Twins became known as the International Twins Association, Inc. An old newsclipping states that 20,000 twins were in attendance. At this time co-officers were elected (a set pf twins holding an office to emphasiee the twin idea), and By-laws written to govern the association. The International Twins Association, Inc. (I.T.A.) conventions were held in Fort Wayne until 1939. Then the conventions moved from city to city throughout the United States, giving more twins an opportunity to learn about this unique fraternal organization.

scholarly journals Science Education in the United States of America

1997 ◽  
Vol 3 (1) ◽  
pp. 52-63
Author(s):  
Audrey Champagne
Keyword(s):  
United States ◽  
Science Education ◽  
Federal Government ◽  
Science Teachers ◽  
United States Of America ◽  
Opportunity To Learn ◽  
Postgraduate Education ◽  
The United States ◽  
National Standards ◽  
Practice Of Science

Science education in the United States of America is in the midst of an unprecedented reform movement-unprecedented because the movement is driven by national standards developed with support from the federal government. The standards for science education are redefining the character of science education from kindergarten to the postgraduate education of scientists and science teachers. The theme permeating the new-vision science education is science literacy for all.  Science education is in a state of ferment, making it difficult to characterize the practice of science education in the United States. Because the federal government has no authority to control science education, the practice of science education across the nation has a history of great variability. The national standards provide a coherent vision for what should be. Were the vision realized, all students would have equal opportunity to learn science. However, economic, political, human, and cultural factors are making the achievement of the vision a challenge. 

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