Notes and News

1920 ◽  
Vol 13 (1) ◽  
pp. 39-44
Keyword(s):  
High School ◽  
Secondary School ◽  
Mathematics Teachers ◽  
School Mathematics ◽  
National Council ◽  
High School Mathematics ◽  
Secondary School Mathematics ◽  
Local Organizations ◽  
Central Organization

A realization of the need of a central organization to foster the interests of high school mathematics and to secure a greater degree of co-operation between individual teachers and between local associations of teachers interested in secondary school mathematics impelled a group of mathematics teachers to assemble at Cleveland last February at the time of the meeting of the Department of Superintendence of the N. E. A. There were present at this meeting 127 teachers of mathematics representing twenty states and as many local organizations. At that time The National Council of Teachers of Mathematics was formed. A constitution was adopted and the following officers elected

A Tentative Program of Junior High-School Mathematics

1917 ◽  
Vol 10 (2) ◽  
pp. 85-93
Author(s):  
C. B. Walsh
Keyword(s):  
High School ◽  
Secondary School ◽  
Junior High School ◽  
Junior High ◽  
School Mathematics ◽  
Unstable State ◽  
High School Mathematics ◽  
Secondary School Mathematics ◽  
State Of Affairs

The statement is axiomatic and perhaps trite that the teaching of secondary-school mathematics is in a state of unrest. This condition has been aggravated, if not caused, by excessive criticism and this unstable state of affairs is reflected by the numerous new courses of study. It is consequently as inevitable as it is probably desirable that our curriculum in mathematics is to be reconstructed.

Present Tendencies in High School Mathematics

1924 ◽  
Vol 17 (1) ◽  
pp. 22-30
Author(s):  
Jonathan T. Rorer
Keyword(s):  
High School ◽  
Secondary School ◽  
Mathematics Teaching ◽  
Cooperative Work ◽  
School Mathematics ◽  
National Committee ◽  
High School Mathematics ◽  
Secondary School Mathematics ◽  
Standard Source ◽  
Source Of Information

The present tendencies in high school mathematics are well reflected by the report of the National Committee on Mathematical Requirements, which was organized in 1916, and which has completed the most exhaustive research ever attempted into the conditions now existing in mathematics teaching. The work of the National Committee already has had a far-reaching influence on mathematics teaching. It represents a great piece of cooperative work, a systematic presentation of the thought and practice of many members of this association and of other teachers interested in the improvement of mathematics teaching. It will be for a long while a standard source of information for anyone who desires to know modern tendencies in secondary school mathematics.

Experimental Studies of Large Unit and Individualized Plans of Supervised Study of Secondary School Mathematics

1936 ◽  
Vol 29 (8) ◽  
pp. 387-389
Author(s):  
Harl R. Douglass
Keyword(s):  
High School ◽  
Secondary School ◽  
Experimental Studies ◽  
School Mathematics ◽  
High School Mathematics ◽  
Secondary School Mathematics ◽  
Large Unit ◽  
Relative Value

While no one study may furnish the basis for definite or permanent conclusions with respect to the relative value of various proposed plans of directing the study of high school mathematics involving large unit assignments and individualized progress, one may better evaluate the claims made for and against such plans, if one is familiar with the results of those experimental studies which throw light on the question.

Permanency of Retention of learning in Secondary School Mathematics

1936 ◽  
Vol 29 (6) ◽  
pp. 287-288
Author(s):  
Harl R. Douglass
Keyword(s):  
High School ◽  
Secondary School ◽  
School Mathematics ◽  
High School Mathematics ◽  
Secondary School Mathematics

There have been many statements and disagreements and a few investigations relative to the proportions of high school mathematics once learned which will be remembered after the passage of various amounts of time.

What Do Mathematics Teachers Think about the High School Geometry Controversy?

1975 ◽  
Vol 68 (6) ◽  
pp. 486-493
Author(s):  
George Gearhart
Keyword(s):  
High School ◽  
Secondary School ◽  
Mathematics Teachers ◽  
School Mathematics ◽  
Secondary School Mathematics ◽  
High School Geometry ◽  
School Geometry

A survey of the attitudes of secondary school mathematics teachers toward geometry.

scholarly journals Effective Teaching and Evaluation of Mathematics by Secondary School Mathematics Teachers in the North West Region of Cameroon

2020 ◽  
pp. 16-25
Author(s):  
Beyoh Dieudone Nkepah
Keyword(s):  
Secondary School ◽  
Effective Teaching ◽  
Mathematics Teachers ◽  
School Mathematics ◽  
National Council ◽  
Secondary School Mathematics ◽  
North West ◽  
The North ◽  
West Region ◽  
Research Questions

The study set out to examined the extent to which secondary school mathematics teachers implement the principles of effective teaching and evaluation of mathematics as put forward by the National Council of Teachers of Mathematics – NCTM; principles which when effectively implemented will enable learners to construct knowledge thereby doing away with mathematics phobia, and consequently performing better in mathematics. The study adopted a descriptive survey research design. The population of the study was made up of 600 public and private secondary school mathematics teachers serving in the North West Region of Cameroon. Using the Taro Yamane’s formula, 240 mathematics teachers selected through simple random sampling, constituted the sample of the study. Two research questions and two hypotheses guided the study. A questionnaire whose Cronbach alpha reliability was found to be 0.87 was used to collect relevant data. The data collected was analysed using mean to answer the research questions and t-test to test the hypotheses at the 0.05 level of significance. The findings of the study revealed that the level of implementation of the principles of effective teaching and evaluation of mathematics by secondary school mathematics teachers in the North West Region of Cameroon is significantly low. Furthermore, male and female mathematics teachers do not differ significantly in their implementation of the principles of effective teaching and evaluation of mathematics. It was recommended among other things that secondary school mathematics teachers should embrace the NCTM principles of effective teaching and evaluation of mathematics with finesse and incorporate them within their instructional programs and practices.

Practical Mathematics for High Schools

1918 ◽  
Vol 10 (4) ◽  
pp. 181-184
Author(s):  
W. H. Dooley
Keyword(s):  
High School ◽  
Secondary School ◽  
School Mathematics ◽  
High School Mathematics ◽  
Secondary School Mathematics ◽  
General Educator ◽  
The Social ◽  
School Teaching ◽  
Traditional Courses ◽  
Practical Mathematics

One of the most constructive critićisms that have been made of secondary-school mathematics, by a general educator, was made by H. C. Morrison, State Commissioner of Education, of New Hampshire, when he said, “The traditional courses in algebra, geometry, trigonometry and advanced algebra must be revised as to organization and content to meet the need of the adolescent, and the social purpose of the high school … mathematics must be considered as a language to interpret science. … It must be presented to give immediate opportunity for functioning. It should be adapted to meet the needs of the different courses.” These suggestions were offered after years of observation of high-school teaching of mathematics, and were no doubt due to the following causes: change in type of pupil in the high school; feeling that the industrial and commercial needs should be recognized in secondary-school mathematics; disbelief in the formal discipline theory.

The Prediction of Pupil Success in High School Mathematics

1935 ◽  
Vol 28 (8) ◽  
pp. 489-504
Author(s):  
Harl R. Douglass
Keyword(s):  
High School ◽  
Secondary School ◽  
Test Scores ◽  
School Mathematics ◽  
Intelligence Test ◽  
High School Mathematics ◽  
Secondary School Mathematics ◽  
Scholastic Success ◽  
Intelligence Test Scores ◽  
The Relationship

Far more frequent than any other type of investigation relating to secondary school mathematics has been that which concerned itself with the relationship between scholastic success and other factors—intelligence test scores and their derivatives, I.Q. and M.A., and previous school marks being employed most frequently.

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