Is the Average Secondary School Pupil able to Acquire a Thorough Knowledge of all the Mathematics Ordinarily Given in these Schools?

1911 ◽  
Vol 3 (3) ◽  
pp. 101-128
Author(s):  
Eugene R. Smith ◽  
Maurice J. Babb ◽  
I. J. Schwatt
Keyword(s):  
College Student ◽  
Secondary School ◽  
Secondary Schools ◽  
Mathematical Knowledge ◽  
Secondary Mathematics ◽  
College Teachers ◽  
Actual Knowledge ◽  
School Pupil ◽  
The Subject ◽  
Teaching Of Mathematics

Before taking up the subject of our discussion, I ought to state that it has always been with the greatest reluctance that I have felt constrained to criticise the teaching of mathematics in the elementary and secondary schools. The reason for my reluctance is the inequity of the situation. We college teachers have an opportunity to test the knowledge of many who have been taught in the elementary and secondary schools, and on the results of this test, our favorable or unfavorable criticism is based. But the inequity exists because we college teachers constitute ourselves a court of last resort, so to speak. True enough, the college student will be judged by the mental capabilities which he possesses, but very few of them will have to show how much actual knowledge of mathematics they have gained while under our instruction. If we college teachers are unsuccessful with the student, we have the defense that he came to us not fully prepared and that the foundation of his mathematical knowledge was not strong enough to put the superstructure on. However, I feel that there is as much need for improvement in the course of study and the method of teaching of college mathematics as there is of the elementary and secondary mathematics.

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.

Methods of Learning Geometrical Theorems

1933 ◽  
Vol 17 (223) ◽  
pp. 72-83
Author(s):  
A.W. Siddons
Keyword(s):  
Mathematical Knowledge ◽  
School Work ◽  
School Certificate ◽  
The Past ◽  
The Subject ◽  
Teaching Of Mathematics ◽  
Methods Of Learning ◽  
Advance Mathematical

FIRST of all I should like to say that I am not responsible for the subject of this paper. Some member of the Association proposed that a discussion should be held on this subject and the Committee that arranges the programme for this meeting asked me to read a paper. This Association was founded a little over sixty years ago, mainly by schoolmasters, and its main object was to advance mathematical knowledge by improving the teaching of mathematics in schools, so that I am only too glad to welcome any discussion on actual school work, and I hope that what I have to say may provoke a discussion to which many of you will contribute. After promising to read the paper I sat down to consider what ground it should cover. It seems to me that the subject covers nearly the whole ground of geometry teaching up to the School Certificate stage, so the subject is wide. It will not be uninteresting to look at the past for a few minutes. I started teaching in the last century, and there was much teaching at that time that had made little advance since the date of the foundation of the A.I.G.T. But for a moment I will go back still earlier and tell you two stories of the middle of the last century

Editorials: How Important Is Mathematics?

1942 ◽  
Vol 35 (5) ◽  
pp. 224-227
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Middle Group ◽  
The Subject ◽  
Poor Teaching

There has been a great deal of discussion lately about the importance of mathematics in the secondary schools of this country. If you have never failed the subject or have never had any unfortunate experience with arithmetic, a lgebra, geometry, or any other branch of mathematics, you may be inclined to agree with those who say that mathematics is an important subject which should be made available (though not necessarily required) throughout t he secondary school. If, however, because of failure or poor teaching, or mere lack of interest, you have not seen any of the beauties of mathematics, you will probably agree with those who say that mathematics beyond the bare essentials of arithmetic should not be included, much less required, in the secondary school. There may be a middle group who, neither hating nor liking the subject, may take sides with either one of the groups mentioned above.

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.

scholarly journals The appraisal of mathematics teachers in Ghana

2000 ◽  
Vol 3 ◽  
pp. 38-66
Author(s):  
Jonathan A. Fletcher
Keyword(s):  
Mathematics Teachers ◽  
Secondary Level ◽  
Secondary Mathematics ◽  
Teacher Appraisal ◽  
Appraisal System ◽  
Secondary Mathematics Teachers ◽  
Junior Secondary ◽  
The Subject ◽  
Teaching Of Mathematics ◽  
Senior Secondary

Many mathematics teachers in Ghanaian secondary schools have little or no training in the teaching of mathematics, yet they teach the subject because of the shortage of mathematics teachers in Ghana. Such teachers and their trained counterparts, need professional help to enable them guide pupils learn the subject effectively and efficiently especially since the duration for pre-university education in Ghana has been cut by about five. This study aimed to; 1. Examine the nature of teacher appraisal in Ghana . 2. Examine the validity of existing methods of teacher appraisal in Ghana. 3. Determine which variables influence Ghanaian mathematics teachers' views about teacher appraisal and its ability to help them improve their competence of teaching mathematics. Of the 441 secondary mathematics teachers who participated in the study, 193 taught the subject at the junior secondary level and 248 taught it at the senior secondary level. In addition, 44 Ghana Education Service Officials and six heads of secondary schools who appraise mathematics teachers were sampled. Methods used included questionnaires, interviews and observation of appraisers at work. Highly significant relationships were found between mathematics teachers' perceived professional support and appraisal experience, mathematics teaching experience and professional status at the senior secondary level, and between received support and appraisal experience at the junior secondary level. The results indicated a dramatic difference between junior secondary and senior secondary mathematics teachers in their perception of the potential of the teacher appraisal system in Ghana to help them to improve their teaching of mathematics. Senior secondary mathematics teachers were generally more pessimistic about the potential of the appraisal system than their junior secondary counterparts. The study also showed that many education officials who appraise mathematics teachers have little or no training in secondary school mathematics teaching or its appraisal, yet the appraisal system for both formative and summative purposes require these officers to both "help " mathematics teachers improve their work and make judgements about their performance. These findings led to the conclusion that the teacher appraisal system in the Ghana Education Service is not valid. The implications of the findings are discussed.

scholarly journals Aperçu Sur La Place De La Demarche D’investigation En Sciences Experimentales Dans L’enseignement Du Secondaire Qualifiant Cas De L’academie De La Ville De Fes

2017 ◽  
Vol 13 (7) ◽  
pp. 159
Author(s):  
Ihsane Kouchou ◽  
Fatiha Kaddari ◽  
Nezha Bennis ◽  
Rida Hajji Hour ◽  
Asmae Bouayad
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Exploratory Study ◽  
Secondary School Teachers ◽  
Earth Science ◽  
School Teachers ◽  
The Subject ◽  
Investigative Approach ◽  
Investigation Process ◽  
Research Studies

The investigative approach (DI) demonstrates more and more its potential in teaching. Indeed, it enables students to develop skills, attitudes and interests, which are necessary to live in a society increasingly dependent on the applications of science. This study falls within the framework of research studies questioning the application of the investigative approach in the teaching of science in Morocco. In this work, we aim to highlight the representations of secondary school teachers about the concept of investigative approach, see whether this approach is adopted or not in the teaching of experimental sciences disciplines (Science of life and earth, Science of physics and chemistry) and determine the constraints and the obstacles to its implementation. In order to achieve these objectives, a questionnaire was drawn up and was the subject of an exploratory study among 45 teachers of experimental sciences practicing in different secondary schools in Fez city. The results of this survey reveal, firstly, that the teachers questioned seem to have confusions about the investigation process and secondly, they highlight the presence of a set of constraints and difficulties which prevent its application in the classroom.

Secondary School Students’ Opinions on the Selected Problems at PE Lessons

2014 ◽  
Vol 23 (1-2) ◽  
pp. 39-58
Author(s):  
Branislav Antala ◽  
Jaromír Šimonek ◽  
Natália Czaková
Keyword(s):  
Physical Education ◽  
Young People ◽  
Secondary School ◽  
Secondary Schools ◽  
Secondary School Students ◽  
Research Paper ◽  
School Students ◽  
The Subject ◽  
The Difference

Abstract Research paper deals with the opinions of students of secondary schools on physical education lessons at school. The aim was to find out various aspects of education such as popularity, demandingness, importance of the subject, feelings and emotions during PE lessons, and sport preferences of young people. The results have shown that the opinions of students on popularity, significance, talent, motivation and effort exerted during PE lessons were more positive than negative. Boys stated that they consider the subject not difficult, popular, and they show effort at lessons. Girls stated that the subject is not demanding, popular, but in a smaller degree than boys. Girls marked the subject as less importantn they show less talent for it and are less motivated for it than boys. As to boys, PE & Sport lessons evoke always or mostly emotions, while the answers of girls oscillated between mostly emotional, sometimes emotional or sometimes unemotional. Difference between the answers of boys and girls was statistically significant on the level of p<0,05. The answers of boys and girls to the question concerning cancellation of a PE lesson were oscillating between the values 2 and 3 (I am often happy; my opinion is indifferent), despite the fact that they stated in the questionnaire that they mostly feel well at PE lessons. The difference between both genders is statistically significant on the level of p<0,05. The answers of boys and girls to the question concerning satisfaction with the content of PE lessons oscillated between the values 2 and 3 (satisfied; partially satisfied, partially not satisfied). Generally we can state that the answers of students were more positive than negative. The difference between the answers of both genders is not statistically significant on the level of 0,05 (p=0,07). The answers to the question concerning the quality of PE lessons oscillated between the values 2-3 (mostly of good quality, changing quality). Boys presented a little more positive answers than girls, however, the difference between both genders is not statistically significant on the level of 0,05 (p=0,411).

Exploitation of Video Interaction Guidance in the Development of Professional Competencies of Teachers of Practical and Vocational Subjects

2013 ◽  
Vol 3 (3) ◽  
pp. 23-44
Author(s):  
Marie Horáčková ◽  
Petra Kadlecová
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Communication Skills ◽  
Bachelor's Degree ◽  
Professional Competencies ◽  
Short Term ◽  
Field Of Study ◽  
Communication Competencies ◽  
The Subject

The paper presents a method of video interaction guidance as a tool for short-term interventions expanding client’s communication competencies and its application in the preparation of teachers of secondary schools. The video interaction guidance is used to develop communication skills of students in bachelor’s degree Specialization in pedagogy in the field of study Teaching practical and vocational subjects. The method was employed by several students of the subject Pedagogical communication, a course aiming at introducing communication between a teacher and a pupil of secondary school. A case study illustrating the progress of cooperation is presented at the end of the paper.

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.

The Coordination of the Teaching of Mathematics

1940 ◽  
Vol 33 (5) ◽  
pp. 216-220
Author(s):  
Sophia H. Levy
Keyword(s):  
Social Studies ◽  
Secondary Schools ◽  
The Hours ◽  
School Day ◽  
The Subject ◽  
Teaching Of Mathematics

In our complicated world of today, when mathematics is needed more than ever before, it is being taught less. The trend towards giving more and more practical courses in secondary schools has created a definite competition for the hours of the school day. Courses in commercial subjects, shop work, and social studies, among others, have been expanded and intensified, while courses in mathematics have been diluted, postponed, or sometimes left out of the program entirely. Mathematics is not at fault, nor are the teachers at fault. The results, as stated by mathematicians, to be attained by the study of the subject are worthy ones, but it is true that these desirable aims are not always being achieved. And since the fault is not with mathematics, it must either be in the content of the courses offered or else in the methods of teaching them. The goal of all teachers in the field should be so to enhance the contents of their courses and so to improve the methods of teaching them that the aims of the study of mathematics will be more clearly realized and that its value will be more generally appreciated. Through coordination of the teaching of mathematics these goals will be more readily attained.

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