Experimental Programs: SMSG—one point of view

1962 ◽  
Vol 55 (6) ◽  
pp. 476-478
Author(s):  
Lillian Marlin
Keyword(s):  
Approaches To Learning ◽  
Point Of View ◽  
School Mathematics ◽  
Modern World ◽  
Study Group ◽  
Prime Mover ◽  
High School Mathematics ◽  
New Concepts ◽  
New Material ◽  
And Mathematics

The modern world, with its emphasis on science and mathematics, has given birth to new concepts in these fields. The dire need for trained mathematicians and an informed public resulted in the recognition of the need to incorporate into the study of mathematics new material and to present the old in a new light. The School Mathematics Study Group material is a prime mover in this field; it offers the new topics and language of elementary and high school mathematics, using modern approaches to learning.

Using research in teaching: Notes from National Assessment: addition and multiplication with fractions

1976 ◽  
Vol 23 (2) ◽  
pp. 137-142
Author(s):  
Thomas P. Carpenter ◽  
Terrence G. Coburn ◽  
Robert E. Reys ◽  
James W. Wilson
Keyword(s):  
High School ◽  
Junior High School ◽  
Mathematics Curriculum ◽  
Junior High ◽  
Point Of View ◽  
School Mathematics ◽  
Upper Elementary ◽  
High School Mathematics ◽  
National Assessment ◽  
Mathematics Program

Development of computational skills with fractions has long been a part of the upper elementary and junior high school mathematics program. Current movements toward metrication have led some individuals to suggest that decimals will receive more attention in the mathematics curriculum with a corresponding de-emphasis on fractions. The suggestion may find an increased number of supporters, as recurring evidence indicates that pupil performance with fractions is discouragingly low. An alternative point of view is that although metrication may somewhat alter work with fractions, their importance within the structure of mathematics and to applications justifies their continued emphasis in the curriculum.

Involve the Community

1993 ◽  
Vol 86 (6) ◽  
pp. 442-448
Author(s):  
Sue Jackson Barnes
Keyword(s):  
High School ◽  
Mathematics Teachers ◽  
Daily Basis ◽  
School Mathematics ◽  
Mathematics Students ◽  
High School Mathematics ◽  
Know How ◽  
Banking Activity ◽  
And Mathematics ◽  
Mathematics Course

Many high school mathematics students unrealistically believe that if they can just finish one more general mathematics course, they will never again have to face mathematics. They realize that they must know how to write checks and are quite eager to learn about managing a checking account. Other than this banking activity, they are quite sure that only engineers and mathematics teachers use mathematics on a daily basis. When asked about such items as taxes and insurance, the stock answer is, “Oh, I'll just let my accountant take care of things like that!”

Some number concepts of disadvantaged children

1965 ◽  
Vol 12 (5) ◽  
pp. 359-361
Author(s):  
M. E. Dunkley
Keyword(s):  
Curriculum Development ◽  
Difficult Problem ◽  
School Mathematics ◽  
Study Group ◽  
Number Concepts ◽  
Disadvantaged Children ◽  
The Past ◽  
Mathematics Educators ◽  
Average Students ◽  
And Mathematics

In the past decade efforts to improve school mathematics in this country have been devoted primarily to programs for average and above average students. The more difficult problem of curricula for below average achievers in mathematics has always been with us, and now we seem to have made enough progress and gained enough experience to tackle this problem. The School Mathematics Study Group held a conference in April, 1964, to acquaint a representative group of mathematicians and mathematics educators who bad worked on curriculum projects with some of the problems associated with below average acbievement.2 The conference made several recommendations for experimentation and curriculum development.

One Point Of View: Spatial Sense and Mathematics Learning

1990 ◽  
Vol 37 (6) ◽  
pp. 10-11 ◽  
Author(s):  
Grayson H. Wheatley
Keyword(s):  
United States ◽  
Mathematics Learning ◽  
Spatial Visualization ◽  
Point Of View ◽  
School Mathematics ◽  
Spatial Sense ◽  
And Mathematics ◽  
Analytic Reasoning

Areview of United States school mathematics reveals that rules, procedures, and analytic reasoning dominate the curriculum, whereas little attention is given to spatial visualization. What should be the roles of imagery and spatial visualization in school mathematics? How does spatial visualization relate to the learning of mathematics?

The Next Step for The Administrator in Junior High School Mathematics

1922 ◽  
Vol 15 (1) ◽  
pp. 28-29
Author(s):  
Joseph K. van Denbuhg
Keyword(s):  
High School ◽  
Secondary School ◽  
Junior High School ◽  
Junior High ◽  
Point Of View ◽  
School Mathematics ◽  
Experienced Teachers ◽  
New Work ◽  
High School Mathematics ◽  
The One

From the administrators’ point of view the next step in administration of high school mathematics is that of clearing the minds of many old and experienced teachers of the idea that there can be no improvement in secondary school courses in mathematics. As I see it this is the one great barrier to the advancement of the new work.

scholarly journals STEM Integration for High School Mathematics Teachers

2020 ◽  
Vol 6 (1) ◽  
pp. 52-63
Author(s):  
Micah Stohlmann
Keyword(s):  
High School ◽  
Stem Education ◽  
Mathematics Teachers ◽  
Knowledge Bases ◽  
School Mathematics ◽  
High School Mathematics ◽  
Stem Integration ◽  
Integrated Stem ◽  
And Mathematics ◽  
High School Mathematics Teachers

The discipline of mathematics in science, technology, engineering, and mathematics (STEM) integration has not yet been consistently connected in a clear way for a large amount of high school mathematics teacher to implement STEM integration well. In response to this I have proposed a focus on integrated steM education; the integration of STEM subjects with an explicit focus on mathematics. There are benefits to integrated steM education in a mathematics classroom including increased motivation, interest, and achievement for students. Integrated steM integration can also prepare students with the needed proficiencies and knowledge bases to be productive and impactful members of society. This article discusses three methods that high school mathematics teachers can utilize for integrated steM education. By focusing on open-ended problems through engineering design challenges, mathematical modeling, and mathematics integrated with technology high school students are more likely to see mathematics as meaningful and valuable. Examples of each method are discussed along with common instructional elements among the methods.

The Mathematics of the Sundial

1936 ◽  
Vol 29 (6) ◽  
pp. 295-303
Author(s):  
LaVergne Wood ◽  
Frances Mack Lewis
Keyword(s):  
High School ◽  
Elementary Mathematics ◽  
Senior High School ◽  
School Mathematics ◽  
Plane Geometry ◽  
High School Mathematics ◽  
The Arts ◽  
New Material ◽  
Outstanding Work

Miss Vevia Blair,1 for many years Head of the Department of Mathematics in the Horace Mann High School for Girls, did outstanding work experimenting with new material in senior high school mathematics. She brought her unusual imagination and originality to bear on the problems of unifying the different branches of elementary mathematics, coordinating mathematics with other subjects, using the arts to make mathematics and its history vivid and satisfying, and presenting the material of elementary mathematics as a means to some immediate accomplishment. She believed that the cultural obon the Sundial, she envisioned as an outlet for the knowledge gained in the study of demonstrative plane geometry, and as a means of fulfilling the objectives which she felt to be so important.

Some Considerations Appertaining to the Content of High School Mathematics

1934 ◽  
Vol 27 (1) ◽  
pp. 41-52
Author(s):  
Gordon R. Mirick
Keyword(s):  
High School ◽  
Point Of View ◽  
School Mathematics ◽  
First Year ◽  
Analytic Geometry ◽  
High School Mathematics ◽  
First Year Students ◽  
Mathematics Courses ◽  
Solid Geometry ◽  
The Subject

Recent years have witnessed a change in the content of courses in mathematics for the seventh, eighth and ninth grades. There has been a change not only in content but in the point of view in the teaching of the subject. A study of the mathematics courses offered to first-year students in our various colleges reveals two important changes. First, the elements of analytic geometry and of the calculus are introduced earlier, and second, there is much less emphasis on Euclidean solid geometry. Pupils who do not take this subject in high school often miss it in college, for the number of colleges offering a course in Euclidean solid geometry is fast diminishing.

The Polygroup Technique

1971 ◽  
Vol 64 (1) ◽  
pp. 93-94
Author(s):  
Ernest E. Allen
Keyword(s):  
High School ◽  
Mathematics Teachers ◽  
Teaching Methods ◽  
School Mathematics ◽  
High School Mathematics ◽  
New Material ◽  
Class Period ◽  
High School Mathematics Teachers

High school mathematics teachers are frequently criticized for a lack of variety in their teaching methods. The typical class period consists of an examination of homework, then an introduction of new material (usually by lecture), followed by supervised study. An alternative to this routine is suggested in the following paragraphs.

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