Mathematics in the Senior High Schools Differentiated According to Needs: The Second and Third Tracks of Mathematics Courses

1945 ◽  
Vol 38 (6) ◽  
pp. 264-268
Author(s):  
Benjamin Braverman
Keyword(s):  
Applied Sciences ◽  
High Schools ◽  
Living Will ◽  
The Other ◽  
National Council ◽  
Specialized Knowledge ◽  
Mathematics Courses ◽  
Maximum Contribution ◽  
Mathematics Curricula ◽  
Specialized Mathematics

Those of us who are desirous of having Mathematics make its maximum contribution to the training of every boy and girl for intelligent and happy living will acclaim the recommendation of the Commission on Postwar Plans of The National Council of Teachers of Mathematics, in its first report’* that mathematics curricula from now on be organized in three distinct series or tracks or sequences. The first track, which the Commission has labelled sequential mathematics, is intended for those planning to pursue further the study of mathematics and the pure and applied sciences based on it. The name sequential mathematics may not be the best way to describe this first track. For are not the other two tracks to be sequential too? Perhaps specialized mathematics might describe this sequence better since it is intended for pupils who plan to specialize in mathematics. The other two tracks have been labelled by the Commission related mathematics for those planning to go into industry and social mathematics for the large number of pupils in neither of the already mentioned two categories; that is, pupils interested in neither industry nor college; or if planning to go to college, not intending to pursue studies requiring the expert, specialized knowledge of our subject needed by the pupils in the first category. These are the pupils who suffered most from our mathematical diet in prewar times. For we either let them starve entirely or we gave them acute mental indigestion by feeding them the wrong mathematical diet.

Analysis (Hans Morgenthau) to the concept of power and applied to the units of the international system

2019 ◽  
Vol 1 (1) ◽  
pp. 138
Author(s):  
Saif Nasrat Tawfiq Al - Haramazi
Keyword(s):  
Applied Sciences ◽  
International System ◽  
The Other ◽  
Human Sciences ◽  
Basic Requirement ◽  
The Core ◽  
Hans Morgenthau

The theoretical curriculum in all disciplines is a basic requirement that nourishes the minds of the intellectual and cognitive recipients in the various scientific and cognitive stages. This is the framework that distinguishes the academic understanding of the anarchic, which is one of the most important and important keys in thinking and success in that jurisdiction or field, , Because it is unreasonable and logical to get into the core of any subject without searching and searching for its intellectual and historical bases to find out the reasons and reasons that surrounded this idea which was later recognized as an important contribution to the field of human sciences. Applied Sciences and other from the other side.

The Other Side of Professionalism: Doctor-to-Doctor

2003 ◽  
Vol 12 (2) ◽  
pp. 178-183 ◽  
Author(s):  
JULIA E. CONNELLY
Keyword(s):  
Medical Profession ◽  
Medical Professional ◽  
Academic Preparation ◽  
The Other ◽  
Medical Professionalism ◽  
Specialized Knowledge ◽  
Professional Person ◽  
The Individual ◽  
Individual Professional

What do the terms “profession, professional, professionalism” mean in 2002? One dictionary defines profession as “a calling requiring specialized knowledge and often long and intensive academic preparation,” and it defines professionalism as “the conduct, aims, or qualities that characterize or make a profession or professional person.” These definitions are appealingly simple. Complexity arises when we add the term “medical” as in the medical profession, a medical professional, or medical professionalism; and, here a specific understanding of “the conduct, aims, and qualities that characterize” the field of medicine is required. To complicate matters, professionalism applies to both the profession as a whole as well as the individual professional persons, such as the physicians.

History in Art

Antiquity ◽  
1931 ◽  
Vol 5 (19) ◽  
pp. 277-290
Author(s):  
Flinders Petrie
Keyword(s):  
Applied Sciences ◽  
Social Life ◽  
Political Power ◽  
The Other ◽  
The Political ◽  
History Of Knowledge ◽  
Moral Standards ◽  
The Social ◽  
Different Ages ◽  
History Of

When we look at the great diversity of man’s activities and interests, it is evident how much space they afford for reviewing his history in many different ways. To most of our historians the view of the political power and course of legislation has seemed all that need be noticed; others have dealt with history in religion, or the growth of mind in changes of moral standards, as in Lecky’s fine work. In recent years the history of knowledge in medicine, in the applied sciences, and in abstract mathematics, has been profitably studied, as affording the basis of civilization. The purely mental view is shown in the social life and customs of each age, and expressed in the growth of Art. This last expression of man’s spirit has great advantages in its presentation; the material from different ages is of a comparable nature, and it is easily placed together to contrast its differences. Moreover it covers a wider range of time than we can et observe in man’s scope, but it is as essential to his nature as any of the other aspects that we have named.

Sound Off!: Two High School Mathematics Curricular Paths—Which One to Take?

2009 ◽  
Vol 102 (8) ◽  
pp. 568-570
Author(s):  
Robert Reys ◽  
Rustin Reys
Keyword(s):  
High School ◽  
High Schools ◽  
School Mathematics ◽  
The Other ◽  
High School Mathematics ◽  
Specific Subject ◽  
Course Sequences ◽  
Organizational Choice ◽  
Mathematics Course

High schools are requiring students to complete more years of mathematics in order to graduate (Reys et al. 2007). This requirement raises several questions for schools, teachers, students, and parents. In particular, what mathematics should students study, and how should that mathematics be organized? High school mathematics programs today use two different mathematics course sequences. One sequence focuses each course on a specific subject (algebra, geometry, algebra, or precalculus), while the other integrates mathematical strands throughout each course. Choosing between subject-based and integrated course sequences stimulates discussions about-and often controversy over—which organizational choice is best and for whom.

Checking Up the Prophets

1926 ◽  
Vol 19 (6) ◽  
pp. 362-365
Author(s):  
George W. Evans
Keyword(s):  
Presidential Address ◽  
American Mathematical Society ◽  
The Other ◽  
Mathematical Society ◽  
National Council

The Yearbook of the National Council of Teachers of Mathematics, published last February, contains much of permanent importance, and in particular two papers by men of foremost authority and influence. One is by Professor E. H. Moore, his presidential address to the American Mathematical Society in 1902, a plan for progress and a hopeful forecast at the beginning of the new century; the other a cheerful summary of progress since that time and some indication of present tendencies by David Eugene Smith.

Points and Viewpoints: National Council news

1956 ◽  
Vol 49 (6) ◽  
pp. 479-480
Author(s):  
Howard F. Fehr
Keyword(s):  
Board Of Directors ◽  
The Other ◽  
National Council ◽  
The Board Of Directors

May I first express my gratitude to the members of the Council for the honor and confidence given to me in the election to the office of President. With the help of the other officers and members of the Board of Directors, I shall do my best to promote the interests of the Teachers of Mathematics and to carry on the fine program initiated by my predecessors in this office.

Mathematics for All the Students in High School

1948 ◽  
Vol 41 (7) ◽  
pp. 302-308
Author(s):  
Gene S. Mccreery
Keyword(s):  
High School ◽  
High School Students ◽  
High Schools ◽  
School Students ◽  
Mathematics Courses

The purpose of this study is to analyze the mathematics courses that are offered in high schools today, and to recommend some procedure that Will better meet the needs of all high school students.

Professional Development: Preparing Teachers to Present Techniques of Exploratory Data Analysis

1994 ◽  
Vol 1 (2) ◽  
pp. 166-172
Author(s):  
Christine A. Browning ◽  
Dwayne E. Channell ◽  
Ruth A. Meyer
Keyword(s):  
Professional Development ◽  
Elementary School ◽  
Data Analysis ◽  
Exploratory Data Analysis ◽  
Real Data ◽  
National Council ◽  
Evaluation Standards ◽  
School Classroom ◽  
Exploratory Data ◽  
Mathematics Curricula

Why Study Statistics? We are bombarded every day with an overwhelming amount of information presented in various forms. If we are to interpret and understand the information, we must be familiar with the methods and tools of statistics. Developing an understanding and an appreciation of statistics should begin in the elementary school classroom. The National Council of Teachers of Mathematics's document Curriculum and Evaluation Standards for School Mathematics (NCTM 1989) states that the mathematics curricula for grades K-4 and 5-8 should include experiences with data analysis that involve students in collecting, organizing, describing, and interpreting data. Burrill (1990) suggests that such experiences should use real data whenever possible, progress from the concrete to the pictorial to the abstract, and use calculators and computers whenever appropriate.

Comparative Levels of Creative Ability among Students with and without Behavior Problems

1976 ◽  
Vol 38 (3_suppl) ◽  
pp. 1171-1174 ◽  
Author(s):  
John A. Glover ◽  
Samuel Tramel
Keyword(s):  
High Schools ◽  
Behavior Problems ◽  
Random Sample ◽  
Behavioral Problems ◽  
The Other ◽  
Comprehensive High Schools ◽  
Review Of The Literature ◽  
Creative Ability ◽  
Two Measures ◽  
Component Scores

A review of the literature about creativity led to the hypothesis that there might be differences in creative ability of students with behavioral problems and those without. Students without behavioral problems were identified at two comprehensive high schools and a random sample of these students enrolled in normal classrooms were compared to the population of students with behavioral problems at both schools and in normal classrooms. The Unusual Uses subtest of the Torrance tests was administered to both groups, yielding component scores of fluency, flexibility, elaboration and originality. Students with behavioral problems obtained statistically significantly higher scores on flexibility and originality, while there were no significant differences on the other two measures.

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