Problems in the Teaching of Mathematics

1930 ◽  
Vol 23 (6) ◽  
pp. 358-372
Author(s):  
J. S. Georges
Keyword(s):  
Secondary School ◽  
School Mathematics ◽  
General Nature ◽  
Systematic Classification ◽  
Secondary School Mathematics ◽  
The Subject ◽  
Teaching Of Mathematics ◽  
Special Studies ◽  
Mathematical Literature

The Purpose Of This study is to present a systematic classification of the mathematical literature which relates to the problems in the teaching of secondary school mathematics and which has been written during the last three decades. This literature consists of a large number and variety of articles published in numerous educational and mathematical journals, a smaller number of special studies dealing with specific problems, some books on the psychology and teaching of the subject, a few books of a general nature discussing the philosophical aspects of the concepts and principles of elementary mathematics, and unpublished theses. The collection and presentation of this vast material in a connected form is a much needed, though laborious and difficult, task. Its classification will be based upon three distinct, and at the same time inter-related principles: first, that there is a real need for a summary of the problems relating to the teaching of secondary school mathematics; second, that these problems should be analyzed in the light of available literature; and third, that the sources of references dealing with each problem should be brought together.

An Achievement test in Solid Geometry

1928 ◽  
Vol 21 (3) ◽  
pp. 151-162
Author(s):  
Louis A. McCoy
Keyword(s):  
Secondary School ◽  
Subject Matter ◽  
Achievement Test ◽  
School Mathematics ◽  
The Other ◽  
Good Teacher ◽  
Secondary School Mathematics ◽  
Solid Geometry ◽  
The Subject ◽  
The Right

In the work of teaching secondary school mathematics in a large school where there are as many as twelve different divisions of the same subject, it would be very interesting and indeed very enlightening to see the different grades of work being done. Different teachers have their own pet ways of doing things, of presenting new matter, of conducting recitations, of drilling on old matter, of developing mathematical power in their pupils, etc. And yet they are all striving for the same results. The fact that one teacher's pupils consistently attain better results naturally should put a premium on that teacher's methods, and the work of the department would be improved if some of the other teachers would take a leaf out of the successful teacher's book. Students will often remark “So and So is a good teacher; I get a lot out of his class; he makes things clear; he has good discipline; he certainly gets the stuff over, etc.”An inspector visits the class, notes the attitude of the pupils, the personality and skill of the teacher, and oftentimes is familiar enough with the subject matter of the recitation to see if the pupils are catching and giving back the right things, and then grades the teacher as an Al man, for example. But does the opinion of the boys themselves or the visitor answer the question whether or not the teacher is successful in giving his subject to the pupils? Don't we need something more objective, more tangible, more exact on which to pin our faith? In general the supervisors are hitting it right, also the students, but we think we can do better.

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

Socializing Secondary School Mathematics

1942 ◽  
Vol 35 (7) ◽  
pp. 321-324
Author(s):  
Ralph D. Shamhart
Keyword(s):  
Secondary School ◽  
School Mathematics ◽  
Secondary School Mathematics ◽  
The Subject

We are living in a world which is incurably mathematical. Everyone knows it. The simplest article of manufacture is subject to the rules of mathematics in production and sale. To list the uses of the subject would be impossible and futile. Yet mathematics has come under criticism as a subject to be taught in om schools.

A Teacher-Made Slide Program

1966 ◽  
Vol 59 (3) ◽  
pp. 248-249
Author(s):  
Sister Ann Xavier
Keyword(s):  
Secondary School ◽  
School Mathematics ◽  
Trigonometric Functions ◽  
Visual Aids ◽  
Vast Number ◽  
Secondary School Mathematics ◽  
The Past ◽  
The Subject ◽  
The Right

Anyone interested in the teaching of secondary school mathematics cannot but be impressed and overwhelmed by the vast number of texts and visual aids which have been produced within the past few years. It came, therefore, as a surprise to find, when looking for a filmstrip on the introduction of the trigonometric functions, that none was available. Visual aids on the subject of trigonometry seemed limited to numerical applications in the right triangle. Out of this fruitless search was born a challenging and satisfying project. If we could not purchase the filmstrip we wanted, we would produce our own.

Biographical Sketch: Kenneth B. Henderson: The Development of Pedagogical Theory

1995 ◽  
Vol 26 (3) ◽  
pp. 280-281 ◽  
Author(s):  
Thomas J. Cooney
Keyword(s):  
Problem Solving ◽  
Secondary School ◽  
Significant Contribution ◽  
School Mathematics ◽  
Biographical Sketch ◽  
Secondary School Mathematics ◽  
Research On Teaching ◽  
Teaching Of Mathematics ◽  
Pedagogical Theory

Kenneth Henderson was a scholar of the first magnitude who focued his attention on the development of theoretical construcrs related to the teaching of mathematics. His chapter, “Problem-Solving in Mathematics,” in the 21st yearbook of NCTM, written with Robert Pingry (Henderson & Pingry, 1953), was an early and significant contribution to the dialogue about problem solving in the classroom. His Chapter, “Research on Teaching Secondary School Mathematics,” published in the first Handbook of Research on Teaching (Henderson, 1963), further exemplifies the kind of scholarship that characterized his work.

New Books

1934 ◽  
Vol 27 (2) ◽  
pp. 106-110
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
School Mathematics ◽  
Secondary School Mathematics ◽  
The Third ◽  
Teaching Procedure ◽  
Specific Teaching ◽  
Teaching Of Mathematics

This is the third of a series of three volumes which Professor Breslicb bas written. All three volumes are devoted to the Teaching of mathematics in secondary schools. The first volume, the Technique of Teaching Secondary School M atlzematics, deals with problems arising in the choice and use of general Teaching procedure and the second, Problems in Teaching Secondary School Mathematics, is concerned with specific teaching problems. In his third volume Professor Breslich classifies administrative problems as they relate (1) to the direction and supervision of a department and (2) to the curriculum.

The use of models in the teaching of mathematics

1961 ◽  
Vol 8 (1) ◽  
pp. 22-24
Author(s):  
Roger Osborn
Keyword(s):  
Secondary School ◽  
Mathematics Instruction ◽  
School Mathematics ◽  
Instructional Materials ◽  
Effective Teacher ◽  
Secondary School Mathematics ◽  
Teaching Of Mathematics ◽  
Use Of Models

Instructional materials make up an important part of the equipment of the effective teacher of elementary- or secondary- school mathematics. The distinction between number and numeral is being made with increasing consistency and emphasis in programs of mathematics instruction being currently evolved. The development of this concept may, for many teachers, point up a need for new evaluation of the role of instructional materials in the classroom. The importance of the fact that the name of a thing and the thing itself are not the same has become more and more evident in mathematics programs as teachers con ider numerals as symbols we use to denote numbers.

Some Higher Aspects of Secondary School Mathematics

1926 ◽  
Vol 19 (1) ◽  
pp. 46-51
Author(s):  
Chester G. Bandman
Keyword(s):  
High School ◽  
Secondary School ◽  
Close Correlation ◽  
School Mathematics ◽  
Secondary School Mathematics ◽  
School Study ◽  
The Subject

It is a significant and compelling fact that an inordinate percentage of high school pupils regard the subject of mathematics as drudgery and that the percentage of failures is usually larger in mathematics than in almost any high school study. There is undoubtedly a close correlation between the two statements.

Sign in / Sign up

Export Citation Format

Share Document