Improving the Teaching of High School Mathematics

1941 ◽  
Vol 34 (2) ◽  
pp. 72-75
Author(s):  
Elizabeth Sue Dice
Keyword(s):  
High School ◽  
Elementary Schools ◽  
Secondary Schools ◽  
School Mathematics ◽  
Time Study ◽  
Graduate Schools ◽  
High School Mathematics ◽  
Nursery Schools ◽  
Long Time ◽  
Teaching Of Mathematics

The Texas Section is to be commended for beginning a long-time study of improving the teaching of mathematics in Texas. The teachers of the secondary schools welcome the opportunity to work with the college group. The teachers of the elementary schools are just as interested. The problem of improving the teaching— and the studying—of all subjects is one which should challenge the interest of parents and of teachers from the nursery schools through the graduate schools.

Using a Programmed Text to Provide an Efficient and Thorough Treatment of Solid Geometry Under Flexible Classroom Procedures

1967 ◽  
Vol 60 (5) ◽  
pp. 492-503
Author(s):  
O. Robert Brown
Keyword(s):  
High School ◽  
Secondary Schools ◽  
Mathematics Curriculum ◽  
School Mathematics ◽  
Programmed Instruction ◽  
High School Mathematics ◽  
Solid Geometry

The UICSM Mathematics Project has long been concerned with the mathematics curriculum in today's secondary schools. Two areas of curriculum work were joined in producing the programmed solid geometry text under discussion. The content was developed from an Appendix of High School Mathematics, Unit 9 (UICSM, 1962) and an earlier UICSM unit on topics from solid geometry. The instructional procedure reflected findings of the UICSM Programmed Instruction Project (Brown, 1962 and 1964).

Ninety suggestions on the teaching of mathematics in the junior high school

1961 ◽  
Vol 54 (3) ◽  
pp. 145-148
Author(s):  
Edwin J. Swineford
Keyword(s):  
High School ◽  
Junior High School ◽  
Mathematics Teacher ◽  
Junior High ◽  
School Mathematics ◽  
High School Mathematics ◽  
Check List ◽  
Self Evaluation ◽  
Teaching Of Mathematics

A check list of suggested activities that a junior high school mathematics teacher may use in self-evaluation.

High School Mathematics Teachers in the United States

1931 ◽  
Vol 24 (7) ◽  
pp. 409-413
Author(s):  
Earl W. Anderson ◽  
R. H. Eliassen
Keyword(s):  
United States ◽  
High School ◽  
High Schools ◽  
Mathematics Teachers ◽  
Prospective Teachers ◽  
The United States ◽  
School Mathematics ◽  
High School Mathematics ◽  
Specific Subject ◽  
Teaching Of Mathematics

Prospective Teachers and their advisers are often searching for information regarding the extent to which a specific subject is taught in high schools, the degree to which it is combined with other subjects, and what those other subjects are. It was the purpose or this study to bring together such reported findings relative to the teaching of mathematics.

High School Mathematics in Artillery Fire

1942 ◽  
Vol 35 (7) ◽  
pp. 299-306
Author(s):  
H. M. Bacon
Keyword(s):  
High School ◽  
Secondary Schools ◽  
School Mathematics ◽  
High School Mathematics ◽  
Men And Women ◽  
Industrial Work ◽  
Large Numbers ◽  
Armed Services

It is becoming increasingly evident that sound knowledge of the mathematics usually taught in the elementary and secondary schools is an essential part of the equipment of large numbers of men and women who wish to take their proper places in our present day world. This is a fact which could have been established before the questions of Defense and War efforts arose. But the demand for men and women to do industrial work in connection with the war, and for properly prepared personnel by the armed Services, has served to call the importance of mathematics strikingly to our attention.

News Notes

1936 ◽  
Vol 29 (4) ◽  
pp. 197-200
Author(s):  
Woolsey Edith
Keyword(s):  
High School ◽  
Secondary Schools ◽  
Junior High School ◽  
Subject Matter ◽  
Junior High ◽  
History Of Mathematics ◽  
Field Work ◽  
School Mathematics ◽  
Columbia University ◽  
High School Mathematics

At Teachers College, Columbia University, from July 7th to August 14th, in addition to the major course on the teaching and supervision of mathematics and one on the teaching of algebra given by Professor Reeve, the following courses will be offered. By Miss Sutherland: Teaching arithmetic in primary grades, teaching arithmetic in intermediate grades, and professionalized subject matter in junior high school mathematics. By Professor Shuster: Modern business arithmetic and field work in mathematics. By Dr. Sanford: Teaching algebra in junior high schools, and the history of mathematics. By Mr. Smith: Teaching geometry in secondary schools and a demonstration class in plane geometry. By Dr. Swenson: Professionalized subject matter in senior high school mathematics, and a demonstration class in eleventh year mathematics. By Dr. Wolff, visiting professor from Germany: Teaching mathematics in the secondary schools of Germany and the correlation of secondary school mathematics with science and art.

Clubs: Hubbard High School Mathematics Contest

1981 ◽  
Vol 74 (2) ◽  
pp. 123-124
Author(s):  
Betty L. Baker
Keyword(s):  
High School ◽  
Elementary School ◽  
Elementary Schools ◽  
School Mathematics ◽  
Eighth Grade ◽  
Classroom Teachers ◽  
High School Mathematics ◽  
Elementary School Mathematics ◽  
Chicago Area ◽  
Eighth Grade Students

Since 1973 one of the most popular activities of the Hubbard High School (Chicago) chapter of Mu Alpha Theta bas been its annual Elementary School Mathematics Contest. The competition, which involves eighth-grade students from neighboring public and parochial elementary schools, is patterned after a once-popular Chicago area television quiz show called “It's Academic.” In 1980 sixteen schools and forty-eight students, selected by their classroom teachers, participated in this contest.

Identifying Barriers to Integration of Technology into Traditional Approach of Teaching: A Case Study of Mathematics Teachers in Former Transkei in the Eastern Cape

10.31355/12 ◽  
2017 ◽  
Vol 1 ◽  
pp. 063-071
Author(s):  
Agyei Fosu
Keyword(s):  
High School ◽  
Mathematics Teachers ◽  
Traditional Approach ◽  
High School Education ◽  
Eastern Cape ◽  
High School Mathematics ◽  
Policy Makers ◽  
The Past ◽  
Integration Of Technology ◽  
Teaching Of Mathematics

NOTE: THIS ARTICLE WAS PUBLISHED WITH THE INFORMING SCIENCE INSTITUTE. Aim/Purpose................................................................................................................................................................................................. The main aim of the study is to identify some of the barriers to the integration of technology into the teaching of mathematics in high schools. Background................................................................................................................................................................................................. Writing on chalkboards as a method of transferring knowledge is a key feature of traditional approach to teaching may have been successful in the past, but the minds of the current generation vary from those of the previous generation. Today’s students are immersed in technology. They are much more up-to-date on the latest technology and gadgets. Technology has certainly changed how students access and integrate information, so it plausible that technology has also changed the way students thinks. Growing up with cutting-edge technologies has left them thinking differently than students of past generations. This call for new innovative approaches to teaching that will cater to the students of today. Of course it is not wise to discard the traditional way of teaching that the past teachers have painstakingly created because of its past and some current success. This is why it is recommended to use this approach as a base for the new ones. Thus, if there is a way to transfer the advantages of this approach of teaching to new innovative approach then teachers should do everything in their power to merge the past and the present into one innovative teaching approach. Methodology................................................................................................................................................................................................. Purposeful sampling was used to survey a total of 116 high school mathematics teachers in the former Transkei Homelands. But only 97 questionnaires were deemed usable because of the way they have answered the questions. Microsoft excel was used in the descriptive statistics Contribution................................................................................................................................................................................................. To identify some barriers that need to be addressed by stakeholders, policy makers in high school education so that high school mathematics teachers will be able to integrate technology into their classroom teaching to meet today students’ learning needs. Findings...................................................................................................................................................................................................... The results indicated that the participating teachers need to be trained and supported in the use of the new technologies applicable to teaching mathematics. Recommendations for Practitioners.......................................................................................................................................................... The Eastern Cape department of education needs to consider the lacked of technology training as a barrier to the integration of technology into the teaching of mathematics and take necessary steps to address it. Recommendation for Researchers........................................................................................................................................................... There is the need to explore in depth whether the factors of gender and age also act as barriers. Impact on Society....................................................................................................................................................................................... The research will assist stakeholders, policy makers of high school education to identify the needs of mathematics teachers. That is to say, the skill sets, experience and expertise, as well as teaching equipment and classroom design and environment required by mathematics teachers. Future Research........................................................................................................................................................................................... More work needs to be done to check whether gender, age of the teachers have some effects on their attitude towards technology integration as well as evaluate the role played by choice of teaching methodology and teaching objectives.

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