scholarly journals The Alberta High School Mathematics Program

1959 ◽  
Vol 2 (1) ◽  
pp. 64-65
Author(s):  
E.S. Keeping
Keyword(s):  
High School ◽  
High Schools ◽  
Euclidean Geometry ◽  
Systems Of Equations ◽  
High School Mathematics ◽  
Binomial Theorem ◽  
Quadratic Equations ◽  
Mathematics Program ◽  
And Mathematics ◽  
Simple Equations

Alberta high schools (Grades 10 to 12) give several courses in Mathematics, of which three are compulsory for those students intending to enter University. These three are Mathematics 10 (elements of Euclidean geometry, algebra up to simple equations, arithmetic), Mathematics 20 (geometry of the circle, loci, algebra up to quadratic equations) and Mathematics .30 (algebra, including systems of equations, progressions, permutations and combinations and the binomial theorem).

What in High School Mathematics is of Most Importance as a Preparation for Analytic Geometry and the Calculus in College?

1911 ◽  
Vol 4 (2) ◽  
pp. 65-74
Author(s):  
Maurice J. Babb
Keyword(s):  
High School ◽  
School Mathematics ◽  
Analytic Geometry ◽  
High School Mathematics ◽  
Binomial Theorem ◽  
Quadratic Equations ◽  
Solution Of Equations ◽  
Second Degree

I asked this question of one of my sophomore classes and they all answered, “Algebra!!” Then I asked “What part of algebra?” and they answered, “ Simplification of all kinds of expressions, notion of + and —, transposition, substitution of other expressions for ‘unknowns,’ radicals, use of fractional and negative exponents, binomial theorem, solution of equations in one and two unknowns (either of first and second degree), quadratic equations, especially the theory (this last very emphatic), expressions containing the logarithmic notation, graphs, and the language.”

NYC Selective Specialized Public High Schools and Honors College STEM Degrees: A Previously Unexplored Relationship

2018 ◽  
Vol 29 (4) ◽  
pp. 304-320 ◽  
Author(s):  
Pessy J. Sloan
Keyword(s):  
High School ◽  
New York ◽  
High Schools ◽  
College Graduates ◽  
Public High Schools ◽  
Public High School ◽  
Honors College ◽  
Significant Difference ◽  
And Mathematics ◽  
The Relationship

This study examined the relationship between attending one of the nine New York City (NYC) selective specialized public high schools and graduating from an honors college with a science, technology, engineering and mathematics (STEM) degree, compared with honors college graduates who attended any other high school. A causal-comparative study design was applied. The participants consisted of 1,647 graduates from seven honors colleges, from 2011 to 2015, in the northeastern United States. Of the 1,647 graduates, 482 students graduated from NYC selective specialized public high schools and 1,165 students graduated from other high schools. The study found a significant difference ( p < .05) between the two groups. A larger percentage of NYC selective specialized public high schools graduated with a STEM degree from an honors college than students from other high schools. These results support the positive relationship between attending a NYC selective specialized public high school and graduating with a STEM degree from an honors college. Results and implications are discussed.

Using research in teaching: Notes from National Assessment: addition and multiplication with fractions

1976 ◽  
Vol 23 (2) ◽  
pp. 137-142
Author(s):  
Thomas P. Carpenter ◽  
Terrence G. Coburn ◽  
Robert E. Reys ◽  
James W. Wilson
Keyword(s):  
High School ◽  
Junior High School ◽  
Mathematics Curriculum ◽  
Junior High ◽  
Point Of View ◽  
School Mathematics ◽  
Upper Elementary ◽  
High School Mathematics ◽  
National Assessment ◽  
Mathematics Program

Development of computational skills with fractions has long been a part of the upper elementary and junior high school mathematics program. Current movements toward metrication have led some individuals to suggest that decimals will receive more attention in the mathematics curriculum with a corresponding de-emphasis on fractions. The suggestion may find an increased number of supporters, as recurring evidence indicates that pupil performance with fractions is discouragingly low. An alternative point of view is that although metrication may somewhat alter work with fractions, their importance within the structure of mathematics and to applications justifies their continued emphasis in the curriculum.

The Recitation in Mathematics

1924 ◽  
Vol 17 (8) ◽  
pp. 459-470
Author(s):  
Edith Irene Atkin
Keyword(s):  
High School ◽  
High Schools ◽  
Standardized Tests ◽  
School Mathematics ◽  
High School Mathematics ◽  
Homogeneous Groups

Many movements in education are claiming the attention of teachers of mathematics. Some teachers and administrators would make all high school mathematics elective, some are teaching some form of general mathematics, some are emphasizing standardized tests, some have instituted supervised study or instruction by homogeneous groups, and others are working on the content of courses in mathematics for both the junior and the senior high schools. These different movements all indicate an earnest desire on the part of their exponents to help in the solution of educational problems, and every progressive teacher is vitaily interested in the results, either from the standpoint of a participator or an observer.

Sound Off!: Two High School Mathematics Curricular Paths—Which One to Take?

2009 ◽  
Vol 102 (8) ◽  
pp. 568-570
Author(s):  
Robert Reys ◽  
Rustin Reys
Keyword(s):  
High School ◽  
High Schools ◽  
School Mathematics ◽  
The Other ◽  
High School Mathematics ◽  
Specific Subject ◽  
Course Sequences ◽  
Organizational Choice ◽  
Mathematics Course

High schools are requiring students to complete more years of mathematics in order to graduate (Reys et al. 2007). This requirement raises several questions for schools, teachers, students, and parents. In particular, what mathematics should students study, and how should that mathematics be organized? High school mathematics programs today use two different mathematics course sequences. One sequence focuses each course on a specific subject (algebra, geometry, algebra, or precalculus), while the other integrates mathematical strands throughout each course. Choosing between subject-based and integrated course sequences stimulates discussions about-and often controversy over—which organizational choice is best and for whom.

Some Psychological Phases of Student Success in High School Mathematics

1937 ◽  
Vol 30 (7) ◽  
pp. 322-325
Author(s):  
J. Eli Allen
Keyword(s):  
High School ◽  
High Schools ◽  
Student Success ◽  
School Mathematics ◽  
High School Mathematics

In Mathematics just as in any other field of learning, there is today very wide diversity of achievement by the boys and girls in our high schools. This paper is an effort to indicate some of the situations that condition pupils for successful learning of mathematics.

Curriculum Trends in High School Mathematics

1948 ◽  
Vol 41 (2) ◽  
pp. 60-69
Author(s):  
E. R. Breslich
Keyword(s):  
College Students ◽  
High School ◽  
Nineteenth Century ◽  
High Schools ◽  
Mathematics Teachers ◽  
School Mathematics ◽  
Instructional Materials ◽  
College Instructors ◽  
High School Mathematics ◽  
Curriculum Trends

The problem of selecting and organizing instructional materials for high school pupils is as old as the high schools. When these schools came into existence the courses in algebra and geometry then offered in the colleges were moved downward into the lower schools. Unfortunately these subjects had been organized by college instructors for college students and were in no sense planned to meet the needs and abilities of high school pupils. It was to be expected, therefore, that they would need to undergo considerable reconstruction. To the solution of this problem the mathematics teachers of the nineteenth century have devoted a great deal of time and effort.

Los Angeles City College Mathematics Prize Competition

1955 ◽  
Vol 48 (8) ◽  
pp. 585-586
Author(s):  
Ben Gold
Keyword(s):  
High School ◽  
High School Students ◽  
High Schools ◽  
Los Angeles ◽  
Mathematics Students ◽  
School Students ◽  
City College ◽  
Prize Competition ◽  
And Mathematics ◽  
Los Angeles City College

Each year Los Angeles City College holds a William B. Orange Mathematics Prize Competition for high school students of Los Angeles City high schools.1 Last year thirty-three schools entered the contest. The team winner was Fairfax High School. There were individual prizes consisting of slide rules, mathematics books, subscription to magazines of interest to mathematics students, and mathematics handbooks.

Editorials: New Syllabus in Mathematics for New York City Junior High Schools

1939 ◽  
Vol 32 (3) ◽  
pp. 136
Keyword(s):  
High School ◽  
New York ◽  
New York City ◽  
High Schools ◽  
York City ◽  
Traditional Method ◽  
Junior High ◽  
Junior High Schools ◽  
Entire System ◽  
High School Mathematics

The New York City junior high schools are going to break away from the traditional method of teaching junjor high school mathematics. Beginning at once the new mathematics will be tried experimentally in the 7A grades in twenty-five junior high schools. It will be extended to the entire system in the Autumn. According to the New York Times of Saturday February 25th

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