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.

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.

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

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.

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.

A Symposium of Discussion on the National Committee Report on Junior High School Mathematics

1921 ◽  
Vol 14 (1) ◽  
pp. 16-41
Keyword(s):  
High School ◽  
Secondary School ◽  
Junior High School ◽  
Junior High ◽  
School Mathematics ◽  
National Committee ◽  
Committee Report ◽  
High School Mathematics ◽  
Complete Report

For the convenience of the reader, parts IV, V, and VI of the National Committee Report on Junior High School Mathematics are reprinted here. The complete report, Secondary School Circular No. 6, July, 1920, may be secured from the U. S. Bureau of Education. Following the reprint are five discussions of the report.

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.

scholarly journals VALIDATION OF MATHEMATICS TEACHING PRACTICE INSTRUMENTS AMONG SECONDARY SCHOOL MATHEMATICS TEACHERS: EXPLORATORY FACTOR ANALYSIS (EFA)

2020 ◽  
Vol 5 (36) ◽  
pp. 56-69
Author(s):  
Norkumalasari Othman ◽  
Nor Hasnida Che Md Ghazali ◽  
Mohd Nazir Md Zabit
Keyword(s):  
Factor Analysis ◽  
Secondary School ◽  
Mathematics Teachers ◽  
Mathematics Teaching ◽  
Teaching Practice ◽  
School Mathematics ◽  
Chi Square ◽  
Secondary School Mathematics ◽  
Bartlett Test ◽  
Value Measure

This study aims to review the instruments of mathematics teaching practice among secondary school mathematics teachers. A total of 100 mathematics teachers were involved as respondents in this study. The data were analyzed descriptively by access to Alpha Cronbach's reliability and EFA analysis using SPSS software. The results of the analysis show that the Alpha Cronbach value is 0.934 which is more than 0.60. Results from the exploration factor analysis show four factors with Eigenvalues greater than 1.0. The KMO value (Kaiser-Meyer-Olkin) 0.867 > 0.6 indicates the items in the variable of attitude towards math are sufficient for inter-correlation. While the Bartlett Test was significant (Chi-Square 1521.621, p <0.05), an anti-image value (Measure of Sampling Adequacy, MSA) for items correlation exceeded 0.6. However, there are three items that need to be removed because the values obtained are less than 0.60, which were the items G11, G14, and G18. The value of the total variance explained by these three factors was 62.76 percent. Therefore, the overall findings indicate that the items for mathematics teaching practice instruments can measure and answer the study objectives.

A Redefinition of Secondary School Mathematics

1936 ◽  
Vol 29 (1) ◽  
pp. 14-19
Author(s):  
Leroy H. Schnell
Keyword(s):  
Secondary School ◽  
School Mathematics ◽  
National Committee ◽  
Committee Report ◽  
Secondary School Mathematics ◽  
The Subject

Mathematics is alarmingly on the defensive. Much that has been traditionally sacred to us is rapidly disappearing from the curriculum. Our past security is vanishing into thin air. The writers of the National Committee Report admitted that, “the subject must, like others, stand or fall on its intrinsic merit or on the estimate of such merit by the authorities responsible at a given time and place.”1 Seven years later Betz stated that, Geometry shares with Algebra and Latin the fate of being on the defensive.”2

Sex Differences in Secondary School Mathematics

1937 ◽  
Vol 30 (1) ◽  
pp. 21-22
Author(s):  
Harl R. Douglass
Keyword(s):  
High School ◽  
Sex Differences ◽  
Secondary School ◽  
Educational Research ◽  
American Educational Research Association ◽  
School Mathematics ◽  
Committee Report ◽  
Research Association ◽  
High School Mathematics ◽  
Reporting Data

In connection with a committee report for the American Educational Research Association the author had occasion to search for and abstract the investigations reporting data relative to the respective achievements of boys and girls in high school mathematics. More studies were located than are reported here. Some of them were of doubtful reliability and a few were not available.

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