The Problem of a Non-College Preparatory Curriculum in Mathematics and Suggestions for Its Solution

1947 ◽  
Vol 40 (1) ◽  
pp. 8-13
Author(s):  
C. C. Fabing
Keyword(s):  
High School ◽  
High Schools ◽  
College Student ◽  
Mathematics Teachers ◽  
Mathematics Curriculum ◽  
Class I ◽  
College Preparatory ◽  
School Subjects ◽  
College Preparatory Curriculum ◽  
The Way

Most mathematics teachers have been aware that the non-college student has been neglected so far as getting his rightful share of mathematics has been concerned. In most instances the awareness was passed passed off with a shrug of the shoulders and the blame for not establishing these courses, passed onto some one else. The need has become so acute that the tail is wagging the dog and it would seem that some action may be taken to aid in solving the problem. If you will check the number of graduates in your high school and the number of these graduates who enter college, you will find that only about 15% of the group go on to college. It must be admitted then, that we have constructed our mathematics curriculum largely for the 15% and the remaining 85% have received little or no consideration in mathematics and most of that was a make shift, hit or miss proposition. In some high schools, it is possible for a pupil to graduate without being required to pursue any class in mathematics. If a search were made, I suspect that many more high schools are permitting this situation than we know. Mathematics teachers as a group are rather complacent and hold the dignity of their profession on a high plane. This is as it should be. Since we are supposed to know the meaning of facts as expressed in figures, then we must admit that 85% of a graduating class is a greater responsibility than 15% of the class. To reach 85% of the class, I hope that we will bestir ourselves from this smug complacency in academic mathematics and lend a helping hand to those who need, but seldom get any mathematics. We must become mathematical missionaries and carry the gospel truth to the majority who need aid in mathematics other than that prescribed for the selected few who go to college. We must show the way or continue to see school subjects with less concrete usefulness and more aggressive leaders reducing our mathematics time in the curriculum.

scholarly journals Attitudes of high school mathematics teachers in Jeddah towards teaching developed mathematics curricula: اتجاهات معلمي الرياضيات للمرحلة الثانوية بمدينة جدة نحو تدريس مناهج الرياضيات المطورة

2021 ◽  
Vol 5 (30) ◽  
pp. 77-103
Author(s):  
Abdul Majeed Hussein Al- Zahrani, Khaled Saeed Al- Zahrani Abdul Majeed Hussein Al- Zahrani, Khaled Saeed Al- Zahrani
Keyword(s):  
High School ◽  
High Schools ◽  
Mathematics Teachers ◽  
Mathematics Curriculum ◽  
School Mathematics ◽  
Years Of Experience ◽  
High School Mathematics ◽  
Academic Qualification ◽  
Mathematics Curricula ◽  
High School Mathematics Teachers

  This study aimed to identify the attitudes of mathematics teachers at high school towards teaching developed mathematics curricula in Jeddah through identifying their attitudes towards: (nature- importance- enjoyment- courses and training programs for developed mathematics curricula as well as the suitability of the developed mathematics curricula with the capabilities of the student). It also aimed to identify the extent of having different attitudes among high school mathematics teachers towards teaching developed mathematics curricula according to the variables (type of qualification- years of experience) and the interaction between the study variables. The study followed the descriptive survey approach and was conducted on (174) mathematics teachers at high schools of the Jeddah City Education Department. The study reached a set of results, the most important of which are: -  Attitudes of high school mathematics teachers towards (the nature of developed mathematics curricula- the importance of developed mathematics curricula- the enjoyment of teaching developed mathematics curricula- training courses and programs- the suitability of the developed mathematics curriculum with the student's abilities) came to a high level. - There were no statistically significant differences in the study sample’s responses about the attitudes of mathematics teachers at high schools towards teaching mathematics curricula developed according to the variables (academic qualification- years of experience). Based on the study findings, the researcher recommended the following: the need to pay more attention to the training in the new mathematics curricula for mathematics teachers; working on providing all possible means to develop training and its methods because of its positive impact on teachers' attitudes towards curricula; developing teachers’ positive attitudes towards improved mathematics curricula by setting up enrichment programs to help mathematics teachers deal with the improved mathematics curriculum.

Curriculum Trends in High School Mathematics

1948 ◽  
Vol 41 (2) ◽  
pp. 60-69
Author(s):  
E. R. Breslich
Keyword(s):  
College Students ◽  
High School ◽  
Nineteenth Century ◽  
High Schools ◽  
Mathematics Teachers ◽  
School Mathematics ◽  
Instructional Materials ◽  
College Instructors ◽  
High School Mathematics ◽  
Curriculum Trends

The problem of selecting and organizing instructional materials for high school pupils is as old as the high schools. When these schools came into existence the courses in algebra and geometry then offered in the colleges were moved downward into the lower schools. Unfortunately these subjects had been organized by college instructors for college students and were in no sense planned to meet the needs and abilities of high school pupils. It was to be expected, therefore, that they would need to undergo considerable reconstruction. To the solution of this problem the mathematics teachers of the nineteenth century have devoted a great deal of time and effort.

Students Become Math-Minded through league Influence

1971 ◽  
Vol 64 (3) ◽  
pp. 245-246
Author(s):  
Martha Ann McCormick
Keyword(s):  
High School ◽  
High Schools ◽  
Effective Teaching ◽  
Mathematics Teachers ◽  
School Mathematics ◽  
School Level ◽  
High School Mathematics ◽  
High School Level ◽  
The Road ◽  
On The Road

Can a college stimulate interest in mathematics in the high schools of its area? Can it, encourage more effective teaching at the high school level? Can it create rapport between the high school mathematics teachers and the college mathematics staff? We at Missouri Southern College believe the answer is YES ! We feel the MSC Math League has started us well on the road to achievement of these goals.

Soundoff: Nctm's Standards, Curriculum Reform, And High School Mathematics Teachers

1990 ◽  
Vol 83 (7) ◽  
pp. 510-512
Author(s):  
William S. Hadley
Keyword(s):  
High School ◽  
Curriculum Reform ◽  
Mathematics Teachers ◽  
Mathematics Curriculum ◽  
School Mathematics ◽  
Major Obstacle ◽  
Classroom Teachers ◽  
High School Mathematics ◽  
K 12 ◽  
High School Mathematics Teachers

With the release of NCTM's curriculum standards in the spring of 1989, emphasis on mathematics-curriculum reform at all levels K-12 has been renewed. Reform is obviously long overdue, but one major obstacle stands in the way of its achievement: the classroom teachers. Given t he proper opportunities, however, teachers can become the key to success.

Projects: Delaware 6-12 Exemplary Mathematics Curriculum Implementation

2000 ◽  
Vol 93 (9) ◽  
pp. 798
Author(s):  
Peggy Kasten
Keyword(s):  
High School ◽  
Middle School ◽  
Mathematics Teachers ◽  
Mathematics Curriculum ◽  
Curriculum Implementation ◽  
Scale Up ◽  
High School Mathematics ◽  
High School Programs ◽  
Funded Project ◽  
The University

The Delaware 6–12 Exemplary Mathematics Curriculum Implementation (DEMCI) project seeks to substantially scale up from existing pilot projects to implement research-based, standardsdriven mathematics curricula in middle school and high school programs throughout Delaware. This National Science Foundation (NSF)–funded project is a partnership of fourteen Delaware school districts, the University of Delaware, and the Delaware Department of Education. Over the 38-month life of the project, 300 middle school and high school mathematics teachers—nearly two-thirds of all secondary mathematics teachers in Delaware— will engage in a substantial program of professional development that exceeds 150 hours for all teachers and may approach 200 hours for many.

The Algebra Project: Organizing in the Spirit of Ella

1989 ◽  
Vol 59 (4) ◽  
pp. 423-444 ◽  
Author(s):  
Robert Moses ◽  
Mieko Kamii ◽  
Susan McAllister Swap ◽  
Jeffrey Howard
Keyword(s):  
Middle School ◽  
High Schools ◽  
Civil Rights ◽  
Technological Change ◽  
Mathematics Curriculum ◽  
School Level ◽  
College Preparatory ◽  
Knowledge And Skills ◽  
Ongoing Effort ◽  
College Preparatory Mathematics

This article analyzes the unique impact of civil rights organizing — in the spirit of Ella Baker — on the grassroots effort of a community activist parent, Robert Moses. Moses, who is also a mathematician, argues that all children should have access to the college preparatory mathematics curriculum of the high schools, and that children without access to such programs are barred from acquiring the knowledge and skills necessary for participation in an economy driven by rapid technological change. In this article, the authors describe the interaction among parents, students, and teachers engaged in The Algebra Project, a seven-year ongoing effort to establish a pedagogy of mathematics that expects, encourages, and supports every student to study algebra at the middle-school level.

Connecting Research to Teaching: In Their Own Words: Good Mathematics Teachers in the Era of NCLB

2009 ◽  
Vol 102 (6) ◽  
pp. 468-473
Author(s):  
Ellen S. Hoffman ◽  
Joanne Caniglia
Keyword(s):  
United States ◽  
High School ◽  
High Schools ◽  
Mathematics Teachers ◽  
The United States ◽  
Award Winning

In her award-winning book The Good High School: Portraits of Character and Culture (1983), Sara Lawrence-Lightfoot chronicles the life and complexities of six high schools across the United States. Through these narratives she tells stories designed to move and persuade. “I believed I could capture the attention of my listeners by conveying what was good about those schools,” she relates. “If we could hear the story better, we'd be in better shape” (cited in de Cuevas 1996).

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.

Directed Segments of the School Population

1947 ◽  
Vol 40 (8) ◽  
pp. 391-392
Author(s):  
Veryl Schult
Keyword(s):  
High Schools ◽  
Secondary School ◽  
Secondary Schools ◽  
Mathematics Curriculum ◽  
Turn Of The Century ◽  
College Preparatory ◽  
School Population ◽  
Growing Pains ◽  
Mathematics Curricula

During the tremendous growth of secondary schools since the turn of the century, they have been suffering from unavoidable growing pains. When enrollments in high schools doubled and redoubled in decade after decade, how could the curriculum keep abreast of this growth? What could be done about keeping the mathematics offerings up-to-date? Mathematics curricula did not keep up to the changes in secondary school populations, and even today we find many high schools offering only the traditional college-preparatory sequence of the mathematics curriculum of a century ago. The study of mathematics has often been surrounded by a halo of vague superiority, or a sort of aristocracy. Some teachers have perpetuated such foolishness by trying to impress students with their own mystic ability to do mathematical tricks and to expound profound mathematical truths.

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