The Confusion of Objectives in Secondary Mathematics

1923 ◽  
Vol 16 (8) ◽  
pp. 449-469
Author(s):  
William Betz
Keyword(s):  
Secondary Mathematics ◽  
Point Of View ◽  
Educational Aims ◽  
Mathematical Instruction ◽  
Teaching Of Mathematics

It is the purpose of this study to consider the transforming influence of recent curriculum theories in the field of secondary mathematics. These theories are vitally affecting mathematical instruction from a standpoint of both quantity and quality. Throughout the discussion, an acquaintance with the older literature of educational aims and values is presupposed. For the sake of brevity, moreover, the familiar, traditional point of view in the teaching of mathematics will be referred to only in a prefatory way.

The Reorganization of the Mathematical Curriculum in Secondary Schools

1915 ◽  
Vol 8 (1) ◽  
pp. 1-15
Author(s):  
Arthur D. Pitcher
Keyword(s):  
Secondary Schools ◽  
Expert Opinion ◽  
Secondary Mathematics ◽  
Point Of View ◽  
Mathematical Instruction ◽  
Reasonable Amount ◽  
The Subject ◽  
Points Of View ◽  
Mathematical Curriculum

It is with considerable diffidence that I speak to you on the subject of the mathematical curriculum in the secondary schools. I am neither a teacher of secondary mathematics, nor an expert in the pedagogy of mathematics. However I have a permanent interest in the subject and its progress, and in the whole people to whom I believe the advancement of mathematics and mathematical instruction is fundamentally important. It is from this point of view that I speak. I cannot hope to give you an expert opinion on the curriculum, for I am not that kind of an expert. I can only register here my reaction on the subject in hand. It may well be doubted if my opinions are worth while. In fact I would not give them if I thought they would be accepted as given. I shall be thoroughly satisfied if I can emphasize a few well-known points of view, and perhaps stimulate a reasonable amount of criticism and thought.

scholarly journals APPLICATION OF THE PRINCIPLES OF ACCELERATION, COMPLICATION AND DEEPENING IN THE ASSESSMENT PROCESS IN MATHEMATICS LESSONS

2021 ◽  
pp. 67-75
Author(s):  
B. T. Yessingeldinov ◽  
N. K. Ashirbaye ◽  
T. Y. Smirnova
Keyword(s):  
High School ◽  
Literature Review ◽  
Necessary Conditions ◽  
Point Of View ◽  
Assessment Process ◽  
Learning Goals ◽  
Depth Study ◽  
Approach To Teaching ◽  
Teaching Of Mathematics ◽  
Different Levels

A differentiated approach to teaching is one of the necessary conditions for humanization in education and plays a crucial role in the development of abilities, skills, and cognition of students. The teaching of Mathematics has extensive global experience of differentiated instruction. Differentiation was considered from the point of view of in- depth study of Mathematics in high school, the provision of assignments of different levels of complexity, resources, the pace of learning by students, individualization and personalization of teaching, etc. Modern pedagogy in the context of the humanization of teaching considers differentiation through orientation to the student, his needs and abilities to achieve the learning goals by all students in the classroom. There are three main principles for applying differentiation: acceleration, complication, and deepening. This article provides the literature review on differentiation in the classroom, its principles. An example of the application of the principles of differentiation in the lesson, examples of assignments in the process of formative assessment, and the results of the study are provided in the article.

One Point of View: Setting Our Sights High

1983 ◽  
Vol 31 (1) ◽  
pp. 4
Author(s):  
Douglas A. Grouws
Keyword(s):  
Young People ◽  
Everyday Life ◽  
Mathematics Instruction ◽  
Point Of View ◽  
Technological Changes ◽  
High Expectations ◽  
The Future ◽  
Teaching Of Mathematics ◽  
Made In

The way mathematics instruction accommodates the large technological changes sweeping society will profoundly affect the ability of young people to adjust to everyday life situations and perform efficiently in the skilled professions of the future. In particular, continued thoughtful attention must be given to the role of microcomputers in all aspects of the teaching of mathematics. Many significant issues in this area will need to be discussed and important decisions made in the months ahead. We need to set high expectations in these discussions and the decisions that follow from them. Settling for what can be done easily or selling short the talents of our students or our colleagues will be a mistake.

The Contribution of Mathematics to General Education

1940 ◽  
Vol 33 (1) ◽  
pp. 3-9
Author(s):  
E. R. Hedrick
Keyword(s):  
General Education ◽  
Subject Matter ◽  
Transfer Of Training ◽  
Traditional Methods ◽  
Mathematical Instruction ◽  
General Improvement ◽  
Teaching Of Mathematics

While I shall speak on the contribution to general education of mathematics, I have no intention of defending or glorifying all of the practices of past or present mathematical instruction. I myself have criticized sharply some of the traditional methods and some of the traditional subject- matter of mathematical courses in all grades of mathematical instruction, and I have pointed out the fallacies which lurk in claims for general improvement in logical power or in ability to think which have been made by some enthusiastic teachers of mathematics. More particularly, I have insisted that the teaching of mathematics for so-called mental discipline is not supported by sound psychological investigation. Indeed, I have pointed out that transfer of training even within the boundaries of mathematics itself is limited in its scope.

Economies Found in a Half Century's Teaching of Mathematics

1936 ◽  
Vol 29 (4) ◽  
pp. 181-184
Author(s):  
Jos. V. Collins
Keyword(s):  
Mathematical Instruction ◽  
Written Form ◽  
Teaching Of Mathematics ◽  
Younger Generation ◽  
Education And Society ◽  
Young Teachers

Only a small fraction of those who teach hand down in written form the results of their experience. Other teachers affect future instruction only through the relatively small number of their students who afterwards become teachers. In this way there is a distinct loss to education and society itself. It occurred to me that my experience might have value, especially for young teachers, even though they may have read many books on mathematical instruction. But I know as well as anybody that many of the younger generation could give me hints for better teaching.

A Cooperative Plan to Share Objective-Type Test Items

1951 ◽  
Vol 44 (5) ◽  
pp. 302-306
Author(s):  
Henry W. Syer
Keyword(s):  
Standardized Tests ◽  
Secondary Mathematics ◽  
Test Items ◽  
Type Test ◽  
The Subject ◽  
Teaching Of Mathematics ◽  
Time And Energy ◽  
Day By Day ◽  
Objective Type ◽  
The Ideal

Teachers have long been advised to build and use objective-type test items in their classroom tests in addition to the use of standardized tests which have been constructed and sold by outside authorities. Our own classroom tests reflect the particular topics which we, as teachers, and our students have found interesting and important for our particular class during a particular year. Purchased tests can never fully replace the class tests made and used by the teacher who has carried the class along through the day-by-day development of the subject. However, all who have tried know the time and energy which is required to formulate worthwhile test items in mathematics. Sometimes items which seemed good do not work out in practice at all. If we all had time the ideal procedure would be to use, analyze, revise, use, analyze and discard items in a growing file which would thus be constantly refined and improved. Few teachers have time to follow through such a procedure individually. The purpose of this report is to indicate a procedure which might facilitate the exchange of items concocted by individual teachers of secondary mathematics through the country so that these items could be used by others. The suggested plan is to establish a regular department in The Mathematics Teacher which will collect, classify and publish items supplied by teachers who have written and used them. There is no thought of standardizing the topics or procedure in the teaching of mathematics; the items will be displayed for use, but no teacher is urged to use them if they do not meet the objectives of a particular class. As time goes by this pool of items may contain many which test the same concepts, skills or other objectives. This is all to the good for the bigger the selection, the more interesting the shopping tour.

scholarly journals Exploring Challenges in Integrating ICT in Secondary Mathematics with TPACK

2014 ◽  
Vol 4 (1) ◽  
pp. 35-56
Author(s):  
Dorian Stoilescu
Keyword(s):  
Instructional Strategies ◽  
Mathematics Teachers ◽  
Secondary Mathematics ◽  
Curriculum Materials ◽  
Secondary Mathematics Teachers ◽  
Mathematical Instruction ◽  
Integrate Technology ◽  
Four Levels ◽  
Levels Of Integration ◽  
Learning By Using

This paper describes challenges encountered by three experienced secondary mathematics teachers when they try to integrate ICT in their classrooms. This study is based on the four dimension framework developed by Niess: 1) overarching conceptions of integrating ICT, 2) knowledge of instructional strategies and representations for teaching, 3) knowledge of students’ knowledge of technology; and 4) knowledge of curriculum and curriculum materials that integrate technology with learning. By using this analysis, we explore the challenges that teachers face on each of the four levels of integration ICT and suggest waysof improving these strategies in mathematical instruction.

One Point of View: Alternatives to Social Promotion

1982 ◽  
Vol 30 (3) ◽  
pp. 6
Author(s):  
Harold D. Taylor
Keyword(s):  
High School Students ◽  
College Freshmen ◽  
Social Promotion ◽  
First Grade ◽  
Point Of View ◽  
Mathematical Ability ◽  
School Students ◽  
Public School Students ◽  
Education Today ◽  
Teaching Of Mathematics

One of the most pressing concerns in education today is the teaching of mathematics to public school students. The decline in the mathematical ability of entering college freshmen and the resulting decrease in the number of students who elect majors in science represents a crisis in American public education. There is a comparable decline in the mathematical ability of high school students, a decline that can be traced through all levels of schooling from the first grade.

One Point Of View: The Shadows of Mathematics

1993 ◽  
Vol 40 (8) ◽  
pp. 428-429
Author(s):  
Alfinio Flores
Keyword(s):  
United States ◽  
Mathematics Teacher ◽  
Mathematics Teaching ◽  
The United States ◽  
Point Of View ◽  
Discovery Learning ◽  
Learning And Teaching ◽  
Learning Mathematics ◽  
Teaching Of Mathematics ◽  
Shed Light

My first glimpse of mathematics teaching in the United States was through conf ercnces and work hops in Mexico conducted by Donovan Johnson. How lively and enjoyable the learning and teaching of mathematics. could be! My vision was expanded when I became a member of the ational Council of Teachers of Mathematic and eagerly read the Mathematics Teacher, the Arirhmeric Teacher. the yearbooks, and other NCTM publications. What a wealth of ideas, what richness of approaches-discovery learning. mathematics laboratorie. games. activities with manipulative, applications. The myriad ways to con truct meaning!. shed light on the learning and teaching of mathematics. I expected that in the United States thi wealth of information would be reflected in the teaching of mathematics.

Report of the Committee of Bibliography

1915 ◽  
Vol 8 (1) ◽  
pp. 31-54
Author(s):  
Eugene Randolph Smith ◽  
Roberts Walter ◽  
Clarence P. Scoboria ◽  
George F. Wilder
Keyword(s):  
United States ◽  
Secondary School ◽  
Secondary Mathematics ◽  
The United States ◽  
United States Bureau ◽  
Teaching Of Mathematics

The committee has written to the publishers of secondary school texts, the colleges, the national and state departments, and the associations of teachers of mathematics, inquiring as to their publications. The list of books accompanying this report has been prepared from the material sent in answer to these requests, and everything which might be of interest to a teacher of secondary mathematics was included unless it had already been listed in the “Bibliography of the Teaching of Mathematics” published by the United States Bureau of Education as Bulletin No. 503. Books omitted from the publishers’ latest catalogs are not included. It has not seemed necessary for the purpose of this report to index its various parts, as any title wanted can easily be found under its appropriate sub-head.

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