Teaching Pupils How to Study Mathematics

1921 ◽  
Vol 14 (6) ◽  
pp. 311-320
Author(s):  
Alfred Davis
Keyword(s):  
High School ◽  
High Schools ◽  
Daily Living ◽  
School Curriculum ◽  
The State ◽  
General Outline ◽  
High School Curriculum ◽  
Effective Manner

Of all the considerations connected with the study of mathematics, and indeed with the study of any subject, the most important is the mastery of the art of study itself. No topic has been so generally overlooked and neglected heretofore. This neglect is the source of many of our difficulties in teaching, and of many of the criticisms that have been heaped upon the various studies. A supervisor of the high schools of one of our states recently made a general outline for the reorganization of the courses in mathematics for the state. The matter of teaching pupils how to study had been entirely overlooked. His attention was called to the matter, and, realizing its importance, he made it a part of the program. After all, this is the chief thing to be gained from our schools. The pupil must leam the “how.” The “what” is not of so great importance. The “what” frequently changes. The “how” is relatively constant. In other words, the pupil should learn how to attack a problem with economy of time and effort, and with the greatest efficiency. The information he gains in the process is incidental, and illustrative of what he ought to expect as a result of his efforts after he has been trained. It is this sort of training that gives the educated man a measure of his powers, and ability to use these powers in the most effective manner in the various problems which he meets in his daily living. If education fails in this it fails utterly; indeed, it is then not education at all, it is a farce, and the school is a failure. Yet this is the point at which the schools do fail most lamentably. No subject in the high school curriculum is equal to mathematics in its opportunit ies for teaching the art of study. Geometry is especially valuable for this purpose.

New Studies for New Students

1979 ◽  
Author(s):  
David Nasaw
Keyword(s):  
High School ◽  
High Schools ◽  
Working Class ◽  
School Curriculum ◽  
High School Curriculum ◽  
Saturday Evening ◽  
Saturday Evening Post ◽  
Institutional Solution ◽  
The Times ◽  
The Masses

The traditional high school education, by unfitting its graduates “for work with their hands,” encouraging them instead to look beyond the factory for their future employment, had become more of a problem than a solution. Still, despite its faults, it remained the only viable institutional solution to the “youth” and “worker” problems. To eject working-class youth from the institutions best situated to ease them through the perils of adolescence into the responsibilities of adulthood would serve no good purpose. The task confronting the business community and the critics of the high schools was a complex one: they wanted to bring as many “plain people” as possible into the high schools and keep them there through their teens, but in such a way that their expectations for life after graduation would not be inappropriately raised. Industrial schooling appeared to be the solution. Not only would such programs direct students towards realistic and realizable futures, but they would also attract many working class students who, the experts claimed, had been frightened away by the traditional secondary school curriculum. The masses, it was said, were not entering or remaining in the high schools because the high school curriculum had not been adjusted to their special needs. The muckrakers took great delight in calling attention to what they considered the failure of the high schools to move out of the dark ages. The secondary schools' exclusive emphasis on “culture,” it was argued, might have been appropriate to an earlier era, but was most definitely not appropriate to the modern age. “Our medieval high schools: shall we educate children for the 12th or the 20th century?” asked a Saturday Evening Post article somewhat ingenuously in 1912, the conclusion having already been reached that the schools were at least eight centuries behind the times. The critics of the public high schools, especially those from the business world, accepted without question the inability of the “masses” to proceed at the same academic rate as the “classes.” The working-class children were failing because they could not keep up with their middle-class counterparts and, in fact, were totally incapable of learning the same kinds of things.

Counting with 10 Fingers as a Man, with 8 fingers as a Hen or with 2 Switches as a Computer

2019 ◽  
pp. 497-502
Author(s):  
Marina Rugelj
Keyword(s):  
High School ◽  
High Schools ◽  
School Curriculum ◽  
Binary Number ◽  
High School Curriculum ◽  
Proper Understanding

In the high school curriculum of mathematics in Slovenia one of the goals is “Students can convert from decimal to binary number”. In most high schools, an algorithm for conversion is presented, which the students learn by heart like a cooking recipe, without proper understanding. A different method will be presented, where pupils play, explore and find certain conclusions on their own. This helps students to understand and learn the new concept much more efficiently, comparing to when they only listen to the instruction. Hence, the knowledge gained this way is hopefully more solid and lasting.

scholarly journals Evaluation of Current Condition of Physical Education Curriculum of Iranian High Schools and the Prescribed Strategies to Improve Its Overall Situation Based on Expertise Ideas and Viewpoints

2017 ◽  
Vol 7 (3) ◽  
pp. 80
Author(s):  
Hossein Nazari ◽  
Syed Ebrahim Mirshah Jafari ◽  
Ahmad Reza Nasr Isfahani ◽  
Seyed Mohamad Marandi
Keyword(s):  
High School ◽  
High Schools ◽  
Physical Education ◽  
School Curriculum ◽  
Qualitative Approach ◽  
Education Curriculum ◽  
High School Curriculum ◽  
The Given

The ultimate goal of such inquiry and meticulous investigation is to evaluate the current condition of physical education curriculum of Iranian high schools and the strategies that can be employed in a path of improving its overall situation based on expertise ideas and their total viewpoint is such given pivotal affair. This investigation has been conducted in accordance with pathological phenomenology and sampling with regard of practical and feasible drawn-target and qualitative approach and method. The cited interviews were designated for 15 connoisseurs in the firmament of physical education. The figurative and the content narration of the study has evaluated in compliance with expertise viewpoints and ideas. The total findings and discovered entities as off-springs of expertise ideas in the fields of “fulfilling student’s expectances and their needs and desires”, “attention toward the reals of science, capacity and sight-perspectives”, has been extracted and summarized. The conclusion and overall gains of given investigation manifested that the criteria of high school curriculum were not expedient and appropriate in the fields of target, content, the employed pathological principle of instruction and the given evaluation in-use and it never satisfied the visualized expectance of expertise.

High School Inspection by the University of Wisconsin, 1877–1931

2010 ◽  
Vol 50 (3) ◽  
pp. 263-297 ◽  
Author(s):  
Robert J. Gough
Keyword(s):  
United States ◽  
High School ◽  
High Schools ◽  
The United States ◽  
School Curriculum ◽  
Central Component ◽  
State University ◽  
High School Curriculum ◽  
University Of Wisconsin ◽  
The University

During the decades around the beginning of the twentieth century, public universities in the United States commonly employed a “certificate system” to establish eligibility for undergraduate admittance. “Certification” meant that between 1877 and 1931 representatives of the University of Wisconsin inspected high schools and had face-to-face interaction with pupils, teachers, and administrators. If they found a school's facilities, curriculum, and teaching to be satisfactory, graduates—with the endorsement of their principal—could enter the University as freshmen without further examination. This process of certification by inspection was part of a broader dialogue between Wisconsin high schools and the state university. The principal inspector during the 1920s, Thomas Lloyd-Jones, brought together strands of both administrative and pedagogical Progressivism, while insisting on the importance of academic subjects in the high school curriculum. By encouraging closer articulation between secondary schools and colleges, it was a central component of what educational historian Mark VanOverbeke has described as a more “stratified and standardized educational system” that developed in the United States between 1870 and 1910.

Interpretation of “College Preparation” by Individual Teachers of High School Mathematics

1947 ◽  
Vol 40 (8) ◽  
pp. 377-380
Author(s):  
H. C. Trimble
Keyword(s):  
High School ◽  
High Schools ◽  
Curriculum Reform ◽  
Representative Sample ◽  
College Preparation ◽  
College Teaching ◽  
School Curriculum ◽  
School Mathematics ◽  
High School Mathematics ◽  
High School Curriculum

The idea that pressure from the colleges has been a serious obstacle in the way of curriculum reform in the high school is a familiar one. Last spring I had an opportunity to visit a representative sample of Iowa high schools. Because I am employed in college teaching, and because I have heard so much about college domination of high school curriculum, I kept looking for evidences of the influence of the college in shaping the thinking of high school people.

scholarly journals MOTHER TONGUE LEARNING IN THE ESTONIAN NEW HIGH SCHOOL CURRICULUM

2012 ◽  
Vol 41 (1) ◽  
pp. 140-153
Author(s):  
Natalia Zamkovaja ◽  
Irina Moissejenko
Keyword(s):  
High School ◽  
High Schools ◽  
Teaching Practice ◽  
Mother Tongue ◽  
School Curriculum ◽  
School Level ◽  
High School Level ◽  
High School Curriculum ◽  
Written Text ◽  
New Curriculum

This article considers the content and structure of the new State Curriculum for high schools in Estonia, in which drafting the authors participated. The curriculum was applied in 2011/2012 academic year, and has being put into action gradually, starting from the 10th form. It is totally separated from the curriculum for middle schools. The main objective of teaching and education in high schools is that students are to find a field of activity of their interest and ability, which will be included in their further training. They are formative assessment and feedback that are of great attention in the new curriculum, as well as the need for conducting researches is emphasized, including mother tongue. Under the requirements of the new curriculum, studies in every subject are student-centred, i.e. they are brought in accord with students’ interests and everyday needs, e.g. in mother tongue courses the need of text-centred approach is highlighted. The number of required courses is reduced; there are more opportunities for options. In comparison with the previous curriculum, the courses on mother tongues (Estonian and Russian) are unified. Before, only 3 courses on Russian as a mother tongue were set-out, now 6 compulsory courses and 1 elective course are scheduled (like Estonian). While developing curriculum for the Russian (native) language, cross-cutting topics were taken into account. The article thoroughly describes the structure and content of the subject; it is shown how the new curriculum is being implemented in teaching practice; the realization of new text-centered courses “The Perception and Creation of an Oral Text” and “The Perception and Creation of a Written Text” as an implementation for the basic concept is instantiated. Key words: curriculum, teaching at high school level, mother tongue, text-centered approach, students’ needs.

scholarly journals Relevance of Vocational High School Curriculum with the Industrial Needs of Making Batik Competences

2019 ◽  
Vol 15 (2) ◽  
pp. 76
Author(s):  
Isma Widiaty
Keyword(s):  
High School ◽  
High Schools ◽  
Data Collection ◽  
School Curriculum ◽  
Vocational High School ◽  
West Java ◽  
High School Curriculum ◽  
National Performance ◽  
Vocational High Schools ◽  
Industrial Needs

This study aimed to identify the relevance of vocational high school curriculum with the industrial needs particularly related to batik making competences. The data collection was carried out through a survey to 35 batik industries within Priangan area, West Java province, Indonesia. The instrument employed was a questionnaire consisting of batik making competence units based on Standar Kompetensi Kerja Nasional Indonesia (SKKNI), Indonesia National Performance Competence Standards. The respondents of the study were owners of the batik industries requested to measure competence standards on SKKNI in relation to the competences needed within batik industry. The results of the study showed that in general, the competences on the SKKNI taught in vocational high schools were relevant to the competences needed in the industry. There were a few competences classified irrelevant which were Canting and stamping tools. The findings indicated that the competences taught in the schools are in accordance with the standards set in the SKKNI. It is expected that teachers are able to strengthen the competences taught in schools and regularly coordinate with the industry to keep the curriculum updated.

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