Curriculum Making: What Shall Constitute the Procedure of National Committees?

1924 ◽  
Vol 17 (1) ◽  
pp. 1-21
Author(s):  
Harold Rugg
Keyword(s):  
Secondary Education ◽  
Mathematics Teachers ◽  
Mathematics Curriculum ◽  
American Education ◽  
Mathematical Association ◽  
Basic Facts ◽  
Curriculum Making

American education can advance no more rapidly than the rate at which its basic facts and laws are discovered. Within the field of the mathematics curriculum two concurrent publications exhibit clearly the chief methods by which school men are attempting to discover these basic facts and laws. These publications are: (1) Thorndike and others, The Psychology of Algebra1 (2) The Reorganization of Mathematics in Secondary Education2 (Mathematical Association of America), prepared by a committee of mathematics teachers.

THE SYSTEM OF INFORMATICS COMPETENCIES FOR THE MATHEMATICS TEACHER

2020 ◽  
pp. 57-72
Author(s):  
Nadiia Ponomareva
Keyword(s):  
Information Technology ◽  
Secondary Education ◽  
Mathematics Teachers ◽  
Mathematics Teacher ◽  
Systems Analysis ◽  
Web Technologies ◽  
Key Competencies ◽  
Teachers Training ◽  
Technology Specialists ◽  
Further Development

As a result of the analysis of domestic and foreign standards of key competencies, basic and complete secondary education, teachers’ training (in particular, mathematics teachers’ training) and information technology specialists training, the system of informatics competencies of a mathematics teacher, developed by Yu. S. Ramskyi, was updated in terms of the structure, content and indicators of competencies formation. It has been found out that the formation of the informatics competencies of a mathematics teacher begins with basic informatics competencies, the further development of which occurs primarily in the competencies in system administration, web technologies, programming and systems analysis.

The Spens Report

1939 ◽  
Vol 23 (254) ◽  
pp. 201-201
Keyword(s):  
Secondary Education ◽  
Board Of Education ◽  
Mathematical Association ◽  
Published Report

Members of the Association who have read the Report on Secondary Education will be interested to know that the references in the Report to mathematics were considered in January last by the Council and by the Teaching Committee. The following is a copy of the letter sent to the Board of Education in consequence of a resolution of the Teaching Committee. It was signed by the President of the Association as well as by representatives of the Teaching Committee:“The Teaching Committee of the Mathematical Association have had under consideration the recently published Report on Secondary Education, and they wish to make the following observations.

Introducing lesson study in promoting a new mathematics curriculum in Irish post-primary schools

2014 ◽  
Vol 3 (3) ◽  
pp. 236-251 ◽  
Author(s):  
Anne Brosnan
Keyword(s):  
School Leadership ◽  
Mathematics Teachers ◽  
Lesson Study ◽  
Primary Schools ◽  
Mathematics Curriculum ◽  
Continuing Professional Development ◽  
Pilot Project ◽  
Lessons Learned ◽  
Content Type ◽  
Initial Resistance

Purpose – The purpose of this paper is to investigate and review how the practices of Lesson Study fare in enhancing the professional capabilities of mathematics teachers when introduced as part of a pilot project in reforming the post-primary mathematics curriculum in Ireland. Design/methodology/approach – Totally, 250 mathematics teachers teaching Junior and Senior Cycle mathematics in 24 post-primary schools constitute the population of this study. The schools which participated are representative of the range of all post-primary schools in Ireland. Findings – Lesson Study has an important role to play in the continuing professional development of teachers in the 24 post-primary schools and beyond in Ireland. An investigation of the maths teachers’ engagement with Lesson Study reveals some considerable initial resistance. Reasons for this resistance are examined and the lessons learned from the steps taken to deal with this are reviewed. Lesson Study is an innovation that teachers need to understand deeply and to practice regularly through mutual support if they are to avail of it fruitfully. Accordingly, further approaches need to be explored, not least the important role of school leadership, to adapt Lesson Study more fully and more productively to the professional cultures of teaching in Ireland. Originality/value – An analytic and evaluative account of the challenges and complexities involved in introducing Lesson Study to post-primary schools in Ireland is presented for the first time.

Reviews: Words to Solve by

1984 ◽  
Vol 15 (1) ◽  
pp. 73-75
Author(s):  
John G. Harvey
Keyword(s):  
Mathematics Education ◽  
Problem Solving ◽  
Mathematics Curriculum ◽  
Personal Essay ◽  
The Third ◽  
Mathematical Association ◽  
Collegiate Mathematics ◽  
Teaching Of Mathematics ◽  
Teaching Problem ◽  
Research In Mathematics Education

Unlike most books reviewed in the journal for Research in Mathematics Education, Problem Solving in the Mathematics Curriculum (PSMC) does not report research. Instead, it seems designed to (a) recommend that problem solving be consistently included in collegiate mathematics instruction, (b) describe some considerations in and ways of teaching problem solving, (c) present an extensive bibliography chosen to help those initiating or teaching problem-solving courses or problem-solving sequences within courses, and (d) give the results of a survey conducted by the Committee on the Teaching of Mathematics of the Mathematical Association of America; the survey provided the impetus for PSMC. Accordingly, the book is divided into four parts. The short first part describes the evolution of PSMC and the recommendations of the Committee on the Teaching of Mathematics. The second part, a more-or-less personal essay by Alan Schoenfeld, gives suggestions for teaching problem solving. The third and most extensive part is an annotated bibliography of journals, books, and articles that might be used to develop in struction in problem solving or to find appropriate problems for such instruction. The last part presents both the survey instrument and the results of the survey.

The Problem of a Non-College Preparatory Curriculum in Mathematics and Suggestions for Its Solution

1947 ◽  
Vol 40 (1) ◽  
pp. 8-13
Author(s):  
C. C. Fabing
Keyword(s):  
High School ◽  
High Schools ◽  
College Student ◽  
Mathematics Teachers ◽  
Mathematics Curriculum ◽  
Class I ◽  
College Preparatory ◽  
School Subjects ◽  
College Preparatory Curriculum ◽  
The Way

Most mathematics teachers have been aware that the non-college student has been neglected so far as getting his rightful share of mathematics has been concerned. In most instances the awareness was passed passed off with a shrug of the shoulders and the blame for not establishing these courses, passed onto some one else. The need has become so acute that the tail is wagging the dog and it would seem that some action may be taken to aid in solving the problem. If you will check the number of graduates in your high school and the number of these graduates who enter college, you will find that only about 15% of the group go on to college. It must be admitted then, that we have constructed our mathematics curriculum largely for the 15% and the remaining 85% have received little or no consideration in mathematics and most of that was a make shift, hit or miss proposition. In some high schools, it is possible for a pupil to graduate without being required to pursue any class in mathematics. If a search were made, I suspect that many more high schools are permitting this situation than we know. Mathematics teachers as a group are rather complacent and hold the dignity of their profession on a high plane. This is as it should be. Since we are supposed to know the meaning of facts as expressed in figures, then we must admit that 85% of a graduating class is a greater responsibility than 15% of the class. To reach 85% of the class, I hope that we will bestir ourselves from this smug complacency in academic mathematics and lend a helping hand to those who need, but seldom get any mathematics. We must become mathematical missionaries and carry the gospel truth to the majority who need aid in mathematics other than that prescribed for the selected few who go to college. We must show the way or continue to see school subjects with less concrete usefulness and more aggressive leaders reducing our mathematics time in the curriculum.

Herbert Ellsworth Slaught

1937 ◽  
Vol 30 (6) ◽  
pp. 293
Author(s):  
W. D. Reeve
Keyword(s):  
Mathematics Teachers ◽  
American Mathematical Society ◽  
Mathematical Society ◽  
National Council ◽  
Mathematical Association ◽  
Research Activities ◽  
Local Organizations ◽  
Teaching Of Mathematics ◽  
And Mathematics ◽  
Science And Mathematics Teachers

Professor Herbert Ellsworth Slaught, honorary president of the National Council of Teachers of Mathematics, passed away on May 21, 1937, at his home in Chicago in his seventy-sixth year. Professor Slaught's death removes from the scene of action one of the most devoted servants of the cause of mathematics in this country. For many years he was active not only in the affairs of the National Council, but also in those of the Mathematical Association of America, The American Mathematical Society, the Central Association of Science and Mathematics Teachers and several local organizations. He was a leader in the best sense. He was interested not only in promulgating and encouraging research activities, but was also active in stimulating others to study and improve the teaching of mathematics in secondary schools. He was instrumental in founding the Mathematical Association of America in 1916, and the National Council of Teachers of Mathematics in 1920. His death is a distinct loss to all the mathematical organizations that he served so long and so well.

Functional Mathematics—Grades Seven Through Twelve

1951 ◽  
Vol 44 (5) ◽  
pp. 297-301
Author(s):  
William A. Gager
Keyword(s):  
Mathematics Teachers ◽  
Subject Matter ◽  
Mathematics Curriculum ◽  
Secondary Mathematics ◽  
The State ◽  
Department Of Education ◽  
University Of Florida ◽  
Arts And Sciences ◽  
Secondary Mathematics Teachers ◽  
The University

Is November 1917 the Florida State Department of Education and the college of Arts and Sciences at the University of Florida sponsored a study under my direction to determine ways of improving certain parts of the present secondary mathematics curriculum. Thirty-six secondary mathematics teachers, representing all areas of subject matter, all types of schools, and all sections of the state were selected to make the study. Work on the project was begun at the University of Florida on June 14, 1948.

A new qualification for mathematics teachers in the United Kingdom

1963 ◽  
Vol 56 (5) ◽  
pp. 311-313
Author(s):  
W. A. Dodd
Keyword(s):  
United Kingdom ◽  
Mathematics Teachers ◽  
Mathematical Association ◽  
The United Kingdom

The Mathematical Association of England awards a “Diploma in Mathematics.”

Soundoff: Nctm's Standards, Curriculum Reform, And High School Mathematics Teachers

1990 ◽  
Vol 83 (7) ◽  
pp. 510-512
Author(s):  
William S. Hadley
Keyword(s):  
High School ◽  
Curriculum Reform ◽  
Mathematics Teachers ◽  
Mathematics Curriculum ◽  
School Mathematics ◽  
Major Obstacle ◽  
Classroom Teachers ◽  
High School Mathematics ◽  
K 12 ◽  
High School Mathematics Teachers

With the release of NCTM's curriculum standards in the spring of 1989, emphasis on mathematics-curriculum reform at all levels K-12 has been renewed. Reform is obviously long overdue, but one major obstacle stands in the way of its achievement: the classroom teachers. Given t he proper opportunities, however, teachers can become the key to success.

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