From the 2000s: Facing Facts: Achieving Balance in High School Mathematics

2006 ◽  
Vol 100 (5) ◽  
pp. 86-95
Author(s):  
Lynn Arthur Steen
Keyword(s):  
High School ◽  
Mathematics Education ◽  
Comprehensive Analysis ◽  
The State ◽  
School Mathematics ◽  
High School Mathematics ◽  
New Strategy ◽  
Unique Power ◽  
Current Curriculum ◽  
Mathematical Applications

This article from 2005 presents comprehensive analysis of the state of mathematics education since launching of soviet Sputnik till now concluding that despite extraordinary efforts today's typical 17-year-old knows no more mathematics than his or her grandparents at the same age. After the analysis of the problem author proposes two recommendations balancing interests of different stakeholders. He concludes that due to the extraordinary recent expansion of mathematical applications a new strategy may be used. He believes that the unique power of mathematics that the current curriculum provides for a minority of calculus-bound students, such as reasoning, abstraction, generalization, can extended to a substantial majority of students through a more diverse curriculum designed to offer breadth, balance, utility, and coherence.

Fundamentals and Engineering Mathematics

1949 ◽  
Vol 42 (5) ◽  
pp. 233-237
Author(s):  
Kaj L. Nielsen
Keyword(s):  
High School ◽  
Secondary Education ◽  
The State ◽  
School Mathematics ◽  
Personal Interest ◽  
High School Mathematics ◽  
Research Scientist ◽  
Engineering Mathematics

As was pointed out by the chairman, Professor Zant, I am a research scientist. You may therefore be skeptical about what a research scientist can have to say that would hold the interest of a group which is primarily interested in the teaching of high school mathematics. I shall try to put you at ease by informing you that I taught in a number of universities for eight years and that I do hold a Life Teacher's Certificate for the State of Michigan. Furthermore, I have a great personal interest in the problems connected with secondary education.

The College Board Scholastic Aptitude Test: An Overview of the Mathematical Portion

1978 ◽  
Vol 71 (3) ◽  
pp. 168-180
Author(s):  
James S. Braswell
Keyword(s):  
High School ◽  
Mathematics Education ◽  
Mathematics Teachers ◽  
Scholastic Aptitude Test ◽  
School Mathematics ◽  
High School Mathematics ◽  
Aptitude Test ◽  
College Board ◽  
Current Information ◽  
Scholastic Aptitude

From time to time I have been asked to speak to groups of high school mathematics teachers about the mathematical portion of the Scholastic Aptitude Test (SAT). This article affords an opportunity to provide current information about this test to a greater audience of mathematics teachers and others interested in mathematics education.

NCTM's Catalyzing Change in High School Mathematics: Our Role in the Middle

2019 ◽  
Vol 24 (5) ◽  
pp. 290-294
Author(s):  
Sarah B. Bush
Keyword(s):  
High School ◽  
Mathematics Education ◽  
Middle Schools ◽  
Shared Responsibility ◽  
School Mathematics ◽  
High School Mathematics

The success of Catalyzing Change is contingent on the preparation and experiences that students bring with them to high school—which is the role of middle schools. We have the shared responsibility of providing an equitable mathematics education for each and every student.

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. 

The Junior High School Mathematics Program— Past, Present, and Future

1970 ◽  
Vol 63 (5) ◽  
pp. 383-390
Author(s):  
W. Eugene Ferguson
Keyword(s):  
High School ◽  
Mathematics Education ◽  
Junior High School ◽  
Junior High ◽  
School Mathematics ◽  
High School Mathematics ◽  
Mathematical Ideas ◽  
Mathematics Program ◽  
Education Today ◽  
High Level

Many teachers believe that the junior high school is “where the action is” in mathematics education today. Students at the junior high level usually are intellectually curious, full of life, and willing to spend some time exploring in depth mathematical ideas and concepts.

Experimental Programs: Research in the Teaching of High School Mathematics

1966 ◽  
Vol 59 (1) ◽  
pp. 53-57
Author(s):  
Kenneth E. Brown ◽  
Theodore L. Abell
Keyword(s):  
High School ◽  
Mathematics Education ◽  
School Mathematics ◽  
National Council ◽  
High School Mathematics ◽  
Present Survey ◽  
The U.S ◽  
Research In Mathematics Education

Since 1952 the U.S. Office of Education, in cooperation with the National Council of Teachers of Mathematics, has prepared a biannual summary of research in mathematics education. The present survey is based on the 645 replies from a thousand colleges that were sent the questionnaire. Many of the colleges responded even though they had no research to contribute to the study. In their answers they requested a report of the findings. About 125 of the reported studies for the calendar years 1961-62 were on mathematics education in grades 9-12.

A Brief Professional Philosophy for Teaching of High School Mathematics

1936 ◽  
Vol 29 (7) ◽  
pp. 334-339
Author(s):  
H. F. Munch
Keyword(s):  
High School ◽  
Young People ◽  
Local Community ◽  
The State ◽  
Family Group ◽  
School Mathematics ◽  
High School Mathematics ◽  
Learning Situation ◽  
The People ◽  
The Subject

One of the most important factors in success in teaching is the attitude of the teacher toward his job, toward the pupils, and toward the subject which he teaches, in short, his viewpoint with regard to these factors in the learning situation. You no doubt remember the Biblical quotation (Proverbs 29:18) “Where there is no vision the people perish.” Surely where the teacher has no vision as to his responsibilities, his opportunities, the possibilities of his job, if he has no vision as to the beauties of mathematics, its power, its eternal verity, its universality, its great value in the process of educating young people as citizens of our republic, as members of a family group, for their vocations, or to develop ethical character, the pupils perish. The teacher who has no vision as to the value to the state and to the local community of the young people who como to him for instruction, the teacher who does not sense the wonderful possibilities enshrined in them, who does not comprehend the anxiety of parents and friends for their success and welfare has not the vision to be a teacher.

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