Editorial comment: As we read

1967 ◽  
Vol 14 (7) ◽  
pp. 547-548
Author(s):  
James E. Inskeep
Keyword(s):  
High School ◽  
Elementary School ◽  
Junior High School ◽  
Junior High ◽  
School Teacher ◽  
School Curriculum ◽  
First Year ◽  
High School Mathematics ◽  
High School Curriculum ◽  
Basic Ideas

The modern elementary school teacher deals easily with number sentences, inequalities, and other basic ideas for expressing the characteristics of number relationships. Such an expression as 4 + □ = 7 is common in most primary-grade classrooms. Ideas of negative integers are not unfamiliar to the elementary school pupil. Solution sets cover many a junior high school mathematics class chalkboard. These ideas are not difficult and seem quite natural in the context of the elementary- junior high school curriculum. But, when I went to school, we called it algebra! And we called it algebra in the first year of high school! No sooner.

A Problem-solving Component for Junior High School Mathematics

1986 ◽  
Vol 34 (2) ◽  
pp. 14-17
Author(s):  
Roger P. Day
Keyword(s):  
High School ◽  
Problem Solving ◽  
Junior High School ◽  
Junior High ◽  
Eighth Graders ◽  
School Curriculum ◽  
School Mathematics ◽  
High School Mathematics ◽  
High School Curriculum ◽  
Mind Set

While teaching junior high school mathematics at the Stavanger American School in Norway. I sensed the need to challenge the students' perceptions of mathematics. The seventh and eighth graders seemed most concerned with producing correct answers. They saw little need for questioning, evaluating, checking, and comparing. They simply wanted to be shown “how to do it.” I set out to implement a problem-solving component within the structure of the junior high school curriculum that would alter this. “right-wrong-produce an anwer” mind set. This article reports my experience and sets forth ideas that may work for you.

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