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.

International Mathematical Education: Equivalent Forms of the Parallel Axiom

1967 ◽  
Vol 60 (6) ◽  
pp. 641-652
Author(s):  
Lucas N.H. Bunt
Keyword(s):  
The Netherlands ◽  
Secondary Schools ◽  
Mathematics Teachers ◽  
Subject Matter ◽  
Official Journal ◽  
Mathematical Education ◽  
Mathematical Background ◽  
The Subject ◽  
Teaching Of Mathematics ◽  
Didactics Of Mathematics

Editor's Note.—Euclides is a magazine for the didactics of mathematics. It was started in 1924, and it is now the official journal of the associations of mathematics teachers in the Netherlands. There are ten issues a year, of 32 pages each. It contains articles on problems connected with the teaching of mathematics in the Netherlands and in other countries, especially in relation to modernization tendencies, and articles which are aimed at showing the mathematical background of the subject matter which is taught in secondary schools. It also gives reviews of books appearing in the field.

A Proposal for Mathematics Education in the Secondary Schools of the United States

1943 ◽  
Vol 36 (1) ◽  
pp. 11-20
Author(s):  
William D. Reeve
Keyword(s):  
United States ◽  
Mathematics Education ◽  
Secondary Schools ◽  
The United States ◽  
The Other ◽  
General Educators ◽  
The Subject ◽  
Teaching Of Mathematics

The fact that mathematics is so important is not surprising to one who is properly informed as to the contributions which it has made to the other great fields of knowledge, but many people, including some of our general educators, arc still unaware of the strategic place which mathematics really occupies in world affairs today. It should be the business of those of us who are interested primarily in the subject to help to make clear just where and how mathematics can be of real service to the other great branches of learning and what can be done to secure these services by a better teaching of mathematics in the schools. The war emergency has brought out the great importance of mathematics, but even a war is not enough to convince some people as to the value of mathematics in the education of American citizens.

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.

scholarly journals Credible Subject Or Callow Intruder? Social Studies in the Secondary School

2013 ◽  
Author(s):  
Rowena Taylor
Keyword(s):  
New Zealand ◽  
Social Studies ◽  
Secondary School ◽  
Secondary Schools ◽  
Development Model ◽  
The Status ◽  
The Subject

After a chequered history, social studies is now developing a higher profile and greater credibility in secondary schools, the defining factor being its inclusion for national qualifications since 2002. This article links the progress of social studies in New Zealand secondary schools to the three stage subject development model postulated by Layton in England. It is argued that Layton’s descriptors of a mature subject have mostly been achieved, despite predictions to the contrary by Openshaw and Archer (1992) and Barr (2000). However, there is still much work to be done to sustain and enhance the status and credibility of the subject.

PERAN BAHASA INDONESIA DALAM PEMBELAJARAN TEMATIK TERPADU MELALUI PENDEKATAN SAINTIFIK

2017 ◽  
Vol 5 (2) ◽  
pp. 171
Author(s):  
Yusnawarni Yusnawarni
Keyword(s):  
Social Studies ◽  
Social Life ◽  
Primary Schools ◽  
Knowledge And Skills ◽  
New Learning ◽  
Scientific Approach ◽  
The Subject ◽  
Thematic Learning ◽  
Bahasa Indonesia

To commemorate the 21st century, a new learning model was designed in 2013 curriculum, in which there is a shift from teachers give knowledge to students become student must actively seek out knowledge from a variety of learning resources. In this case, the teacher acts as facilitators. Thus, language is a very central role, because the language should be in front of all other subjects. Curriculum 2013 imposed a thematic integrated learning which is no longer based subjects. Various subjects for primary schools (such as: Religion, Civics, Indonesian, Mathematics, Science, Social Studies, and so on) are integrated intoone book. The subject matter is not presented in textbook, but it presented in book thematics lesson, the themes are about nature, social life and culture. In this new curriculum, learning process is implemented by applying a scientific approach (observing, questioning, experimenting, associating, and networking) that includes three aspects such as attitudes, knowledge, and skills. So, how is the role of Indonesian in an integrated thematic learning by applying scientific approaches in primary schools in 2013 curriculum? By appying the method, the object of this paper is to gain preview about the role of Indonesian in 2013 curriculum that uses integrated thematic learning by scientific approach in primary schools.AbstrakUntuk menyongsong abad ke-21, model pembelajaran baru dirancang dalam Kurikulum 2013, yang di dalamnya terdapat pergeseran dari siswa diberi tahu menjadi siswa harus aktif mencari tahu ilmu pengetahuan dari berbagai sumber belajar. Dalam hal ini, guru berperan sebagai fasilitator. Dengan demikian, peran bahasa menjadi sangat sentral, karena bahasa harus berada di depan semua mata pelajaran lain. Kurikulum 2013 memberlakukan pembelajaran tematik terpadu yang tidak lagi berbasis mata pelajaran. Berbagai mata pelajaran untuk sekolah dasar (seperti: Agama, PPKN, Bahasa Indonesia, Matematika, IPA, IPS, dan sebagainya) diintegrasi menjadi satu buku. Materi pelajaran tidak disajikan dalam buku mata pelajaran, tetapi dalam buku tema pelajaran, baik tema alam, sosial, maupun budaya. Proses pembelajaran dalam kurikulum baru ini diimplementasikan melalui pendekatan saintifik (mengamati, menanya, menalar, mencoba, dan mengomunikasikan) yang mencakup tiga aspek, yaitu sikap, pengetahuan, dan keterampilan. Lalu, bagaimana peran bahasa Indonesia dalam pembelajaran tematik terpadu melalui pendekatan saintifik di sekolah dasar pada Kurikulum 2013 ini? Melaluimetode deskriptif, yang menjadi tujuan penulisan ini adalah mendapatkan gambaran mengenai peran bahasa Indonesia dalam Kurikulum 2013 yang menggunakan pembelajaran tematik terpadu melalui pendekatan saintifik di sekolah dasar.

scholarly journals Introduction: Some ponderings on the use of the law in the writing of histories

2001 ◽  
Vol 16 (2) ◽  
pp. 169-175
Author(s):  
NIMROD HURVITZ ◽  
EDWARD FRAM
Keyword(s):  
Legal Doctrine ◽  
Legal Cases ◽  
Legal Documents ◽  
Historical Significance ◽  
Partial Reconstruction ◽  
The Social ◽  
The Hours ◽  
History Of ◽  
The Subject ◽  
The Law

Professional jurists are often inquisitive about the subject matter of their calling and in the course of their careers may well develop fascinating insights into the law and those who interpret it. Their employers, however, be they governments, corporations, firms, or private clients, rarely show similar enthusiasm for such insights unless the hours spent pondering the social or historical significance of this or that legal view have a contemporary value that justifies the lawyer's fee.Thankfully, other members of society are rewarded for mining the legal records of the past. For legal historians, the search often focuses on the changing legal ideas and how legal doctrine develops over time to meet the changing needs of societies. Yet because the law generally deals with concrete matters – again, because jurists are paid by people who are unlikely to remunerate those who simply while away their hours making up legal cases – it offers a reservoir of information that can be used, albeit with caution, in fields other than just the history of the law.A partial reconstruction of the law of any given time and place is among the more obvious historical uses of legal documents but statutes, practical decisions, and even theoretical texts can be used to advance other forms of the historical endeavour. Legal works often reflect the values both of jurists and society-at-large, for while the law creates social values it is not immune to changes in these very values.

On the Hourly Distribution of Mortality

1875 ◽  
Vol 19 (2) ◽  
pp. 110-118
Author(s):  
Robert Lawson
Keyword(s):  
Medical Journal ◽  
Physiological Function ◽  
Physiological Activity ◽  
Meteorological Conditions ◽  
The Other ◽  
Cumulative Mortality ◽  
The Hours ◽  
The Subject ◽  
The One ◽  
Hourly Distribution

Several interesting observations have recently been made regarding the existence of maximum hours of mortality and the allied subject of recurrent variations in the activity of physiological function. During the present year an important contribution to the literature of the subject has been made by Dr. James Finlayson, of Glasgow, who in a couple of papers published, the one in the Transactions of the Philosophical Society of Glasgow for 1873-4, and the other in the Glasgow Medical Journal for April 1874, has supplemented and summarized Schneider's searching examination into the statistics bearing on the subject, tabulated the results of Mr. West Watson, a Glasgow predecessor in the study of vital problems, and collected the scattered statistics contained in the important contributions to the literature of this interesting enquiry. In an independent summary, showing the hours at which the greatest number of deaths occur in several Glasgow institutions, Dr. Finlayson determines the comparative cumulative mortality during successive hours of the same day, and during groups of hours collocated on account of some marked contrasts in meteorological conditions and physiological activity. As far as regards deaths from chronic diseases, the results obtained by Dr. Finlayson are confirmatory of those of Caspar and the summarized statistics of Schneider. They show a notably increased mortality during ante-meridian hours, as compared with those of the afternoon and evening, and especially a determinate maximum between 4 A.M. and noon. With regard to acute diseases, the figures of Dr. Finlayson show that in them the morning rise is nearly if not altogether equalled by a second rise in the extent of hourly mortality occurring in the afternoon. He accounts for this divergence from the general results, by referring to the influences exerted by the post-meridian rise in temperature which characterizes that group of diseases, as a means of determining in them the modification of their hours of maximum mortality.

Using Teachers as Change Agents in the Control of Tropical Diseases—An Extra-Curricular Approach

1986 ◽  
Vol 6 (4) ◽  
pp. 323-333 ◽  
Author(s):  
Helen E. Ekeh ◽  
Joshua D. Adeniyi
Keyword(s):  
Health Education ◽  
Secondary Schools ◽  
School Environment ◽  
Learning Experiences ◽  
Change Agents ◽  
Professional Preparation ◽  
Tropical Diseases ◽  
Endemic Diseases ◽  
The Subject

For years the teaching of health education has always been a problem in the Nigerian schools either due to the absence of the subject on the curriculum or inadequate professional preparation of teachers to handle it. This study introduces an extracurricular approach using four endemic diseases as an example in the teaching of health education in five secondary schools. The findings revealed that: 1) teachers can be successfully used as informal agents in the school environment if exposed to appropriate health education techniques, and 2) endemic diseases can be controlled through the provision of learning experiences in the school environment where feasible.

scholarly journals Code to Learn: Where Does It Belong in the K-12 Curriculum?

10.28945/3521 ◽  
2016 ◽  
Vol 15 ◽  
pp. 283-303 ◽  
Author(s):  
Jesús Moreno León ◽  
Gregorio Robles ◽  
Marcos Román-González
Keyword(s):  
Social Studies ◽  
Empirical Studies ◽  
Early Age ◽  
School Subjects ◽  
Research Designs ◽  
Quasi Experimental ◽  
The Subject ◽  
K 12 ◽  
The Impact ◽  
Grade Classroom

The introduction of computer programming in K-12 has become mainstream in the last years, as countries around the world are making coding part of their curriculum. Nevertheless, there is a lack of empirical studies that investigate how learning to program at an early age affects other school subjects. In this regard, this paper compares three quasi-experimental research designs conducted in three different schools (n=129 students from 2nd and 6th grade), in order to assess the impact of introducing programming with Scratch at different stages and in several subjects. While both 6th grade experimental groups working with coding activities showed a statistically significant improvement in terms of academic performance, this was not the case in the 2nd grade classroom. Notable disparity was also found regarding the subject in which the programming activities were included, as in social studies the effect size was double that in mathematics.

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