Reformed Mathematical Teaching

1924 ◽  
Vol 17 (2) ◽  
pp. 65-71
Author(s):  
R. C. Fawdry
Keyword(s):  
Eighteenth Century ◽  
Practical Work ◽  
Text Book ◽  
Mathematical Teaching ◽  
Teaching Of Mathematics ◽  
Geometrical Knowledge

The agitation for a reform in the teaching of mathematics began as a revolt against the authority of Euclid whose dead hand fifty years ago still held a close grip upon the teaching of geometry in this country. England was his last stronghold. He had been supplanted in France during the latter half of the eighteenth century by Lacroix, Legendre, and d’Alembert, who introduced practical work into their geometry, accepted proofs which ignored the ease of irrationals, and did not despise intuition as a means of acquiring geometrical knowledge. America followed the lead of France, and England at that time was the only country where Euclid was the only text-book.

The Teaching of Agriculture in West Africa

Africa ◽  
1932 ◽  
Vol 5 (4) ◽  
pp. 464-473
Author(s):  
F. R. Irvine
Keyword(s):  
West Africa ◽  
Practical Work ◽  
Text Book

The teaching of agriculture in West Africa is difficult compared with other more literary subjects, first, because it is impossible to rely so much on a text-book, and, secondly, because the outdoor practical work is so difficult to arrange, if the students' continued interest and enthusiasm are to be kept. The main reasons why agriculture and gardening as taught in schools are not more effective can be understood by a closer study of the motives of the methods adopted.

scholarly journals Activity-based Learning and Development of High Mental Abilities an Intention of Intermediate Level Chemistry Syllabus

2019 ◽  
Vol 1 (2) ◽  
pp. 115-126
Author(s):  
Swehra Moeed
Keyword(s):  
Secondary Schools ◽  
Likert Scale ◽  
Intermediate Level ◽  
Practical Work ◽  
Assessment Procedure ◽  
Learning And Development ◽  
Text Book ◽  
Educational Activities ◽  
Course Content ◽  
Mental Abilities

Course content is a hub of educational activities. The method of teaching and assessment procedure more or less rely on the nature of syllabus. Being core of educational activities great importance is given to course content.  This study was conducted to investigate the opinion of teachers concerning existing syllabus of intermediate level chemistry subject. The data was gathered through questionnaire based on 5 point Likert scale items. Sixty three teachers of chemistry subject were working at Government Degree Colleges (GDCs) and Government Higher Secondary Schools (GHSSs) of district Peshawar. Among sixty three fifty seven teachers were selected randomly as sample of study. The collected data prevail that the implemented syllabus is mostly based on theory, hence in such circumstance the national aim to produce skill generation as per demand of market seem impossible. The condition of practical work and hand on activities is dispiriting in government educational institutes. The psychological and social need of students has been ignored while designing the syllabus. The text book is a mean of imparting pre-set information, it seems failed to provide valuable engaging activities.

Formalism in Mathematical Teaching

1932 ◽  
Vol 25 (8) ◽  
pp. 441-450
Author(s):  
E. R. Hedrick
Keyword(s):  
Mathematical Procedure ◽  
Precise Formulation ◽  
Mathematical Teaching ◽  
Teaching Of Mathematics ◽  
Do So

From the very wording of this title of mine—formalism in mathematical teaching—many among you may have inferred that I would decry formalism of every type in the teaching of mathematics. Were I to do so, however, I would needs defame mathematics altogether, for formalism is at the very basis of mathematical procedure. Precise formulation, abstraction, symbolisms, are the life-blood of mathematics, without which it would become anemic, sterile, worthless.

Stewart's Theorem, with Applications

1928 ◽  
Vol 21 (8) ◽  
pp. 465-478
Author(s):  
Richard Morris
Keyword(s):  
Eighteenth Century ◽  
Great Britain ◽  
History Of Mathematics ◽  
Text Book ◽  
History Of ◽  
Made In ◽  
Greek Geometry

The writer will introduce this paper by quoting a sentence from Cajori's History of Mathematics. “While in France the school of G. Monge was creating Modern Geometry, efforts were made in England by Robert Simson (1687-176) and Matthew Stewart (1717-1785) to revive Greek Geometry. The latter was a pupil of Simson and was one of the two prominent mathematicians in Great Britain during the eighteenth century.” Dr. David Eugene Smith speaks of Euclid as the most influential text-book on mathematics ever written. We are grateful to these two men, Simson and Stewart, for their labors in the Renaissance of Geometry.

scholarly journals Activity-based Learning and Development of High Mental Abilities an Intention of Intermediate Level Chemistry Syllabus

2019 ◽  
Vol 1 (2) ◽  
pp. 115-126
Author(s):  
Swehra Moeed
Keyword(s):  
Secondary Schools ◽  
Likert Scale ◽  
Intermediate Level ◽  
Practical Work ◽  
Assessment Procedure ◽  
Learning And Development ◽  
Text Book ◽  
Educational Activities ◽  
Course Content ◽  
Mental Abilities

Course content is a hub of educational activities. The method of teaching and assessment procedure more or less rely on the nature of syllabus. Being core of educational activities great importance is given to course content.  This study was conducted to investigate the opinion of teachers concerning existing syllabus of intermediate level chemistry subject. The data was gathered through questionnaire based on 5 point Likert scale items. Sixty three teachers of chemistry subject were working at Government Degree Colleges (GDCs) and Government Higher Secondary Schools (GHSSs) of district Peshawar. Among sixty three fifty seven teachers were selected randomly as sample of study. The collected data prevail that the implemented syllabus is mostly based on theory, hence in such circumstance the national aim to produce skill generation as per demand of market seem impossible. The condition of practical work and hand on activities is dispiriting in government educational institutes. The psychological and social need of students has been ignored while designing the syllabus. The text book is a mean of imparting pre-set information, it seems failed to provide valuable engaging activities.

Bances Cándamo and the Calderonian Decadents

PMLA ◽  
1929 ◽  
Vol 44 (4) ◽  
pp. 1079-1089 ◽  
Author(s):  
W. Shaffer Jack
Keyword(s):  
Eighteenth Century ◽  
Golden Age ◽  
Text Book ◽  
Dramatic Theory ◽  
The Third

Of All the decadents in the Spanish drama as it fell away from the glory of the golden age at the close of the seventeenth and the beginning of the eighteenth centuries, there are three who most merit the name of disciples of the great Calderón: Bances Cándamo, Vázquez de Zamora, and Cañizares. Taken together, they form a sort of trinity in their support of the Calderonian theory of the drama. But while all wrote, as well as they might, after the manner of their illustrious predecessor and master, it is to Bances Cándamo that one must turn as to the spokesman of a dramatic theory and technique more or less common to his time, a system whose repercussions are to be found not only in the works of the three writers just mentioned, but as well in those of a number of wholly inferior dramatists who, together with the three, form the background of the Spanish stage as it existed from the death of Calderón until, or perhaps slightly beyond the third decade of the eighteenth century; until, indeed, it found opposition and eventual overthrow at the hands of the afrancesados, led, as is generally thought, by Luzán, whose Poética (1737) was for decades the text-book and vade mecum of the neo- or rather pseudoclassicists.

scholarly journals The Numerically Greatest Term of a Binomial Expansion

1911 ◽  
Vol 7 ◽  
pp. 74-77
Author(s):  
D. M. Y. Sommerville
Keyword(s):  
Elementary Mathematics ◽  
Text Book ◽  
Educational Value ◽  
Rule Of Thumb ◽  
Good Memory ◽  
Binomial Expansion ◽  
A Value ◽  
Teaching Of Mathematics

The problem of the greatest term of a binomial expansion is a favourite one in elementary text-books, and its solution is often difficult to a beginner. The difficulty, at least in the case where the index is negative or fractional, seems to be caused by the fact that a “formula” is provided which gives a value for r, such that the (r + 1)th term is the greatest. Moreover, this formula is not always the same. Sometimes it is sometimes ; and unless the student has a very good memory he is sure sometimes to make mistakes. Elementary mathematics ought not to be a memory exercise. It is a platitude to say that the educational value of the teaching of mathematics lies in its training of the powers of reasoning. This element is eliminated when processes of reasoning are reduced to a rule of thumb. As well might one use “Molesworth” as a text-book of the principles of mechanics.

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