The Art of Teaching: The Language of Mathematics

Every body of knowledge has its own language, and most, at the same time, share a common language with the mother tongue. This is true of mathematics, just as it is of biology, art, or French; and it will be the purpose of this article to reflect a bit on the implications of this language area for the secondary school teacher of mathematics. Since there are so many more non-college preparatory students in secondary schools than there are college preparatory students, the point of view here is that of the teacher of the non-college preparatory students.

Individual Differences and Course Revision in Plane Geometry

Few topics are of more concern to geometry teachers at the present time than the changed character of the student body that has come to them during the past ten years. Traditional college-preparatory students no longer represent a majority of the high school enrollment. Instead there is a preponderance of those students who, in the days prior to the depression, would have dropped out of school.

Some Suggestions for Courses in Mathematics for Non-College Preparatory Students

The question of college preparatory mathematics has been so long under discussion in all its aspects that it would appear that special attention is due the pupil who does not expect to go to college, and for whom the secondary institution is the finishing school. Valuable as are the standard courses in mathematics as given in most high schools, other material can unquestionably be substituted for at least a part of them which will be of more immediate practical use to the pupil who expects to take up his life work immediately after leaving the high or other secondary school. It is manifestly impossible to suggest courses which will be applicable to all schools, or even to all schools of a given type, due to widely varying local conditions as well as to great differences in the caliber and future prospects of the pupils. The committee has spent much time and thought upon the subject and finds it difficult to recommend a complete definite course for any school, preferring rather to offer suggestions which may be the means of inspiring our schools to improve present courses or to construct practical and useful ones for our boys and girls.