Experimental Programs: Research in the Teaching of High School Mathematics

1966 ◽  
Vol 59 (1) ◽  
pp. 53-57
Author(s):  
Kenneth E. Brown ◽  
Theodore L. Abell
Keyword(s):  
High School ◽  
Mathematics Education ◽  
School Mathematics ◽  
National Council ◽  
High School Mathematics ◽  
Present Survey ◽  
The U.S ◽  
Research In Mathematics Education

Since 1952 the U.S. Office of Education, in cooperation with the National Council of Teachers of Mathematics, has prepared a biannual summary of research in mathematics education. The present survey is based on the 645 replies from a thousand colleges that were sent the questionnaire. Many of the colleges responded even though they had no research to contribute to the study. In their answers they requested a report of the findings. About 125 of the reported studies for the calendar years 1961-62 were on mathematics education in grades 9-12.

Research in the teaching of elementary school mathematics

1965 ◽  
Vol 12 (7) ◽  
pp. 547-549
Author(s):  
Kenneth E. Brown ◽  
Theodore L. Abell
Keyword(s):  
Elementary School ◽  
Mathematics Education ◽  
School Mathematics ◽  
National Council ◽  
Elementary School Mathematics ◽  
The U.S ◽  
Research In Mathematics Education

To obtain information about the research in mathematics education, the U.S. Office of Education, with the assistance of the National Council of Teachers of Mathematics, sent a questionnaire to 1,049 colleges that offered graduate work in mathematics education, or whose staffs or students had made contributions to previous studies. Replies were received from 645 colleges. Many reported no research in mathematics education in the calendar years 1961–62, but requested a report of the survey. Approximately 50 investigations were reported in the area of elementary school mathematics, Grades 1–8.

Mathematics in the Junior High School: What should be the nature and content of junior high school mathematics?

1955 ◽  
Vol 48 (6) ◽  
pp. 413-415
Author(s):  
William David Reeve
Keyword(s):  
High School ◽  
Junior High School ◽  
Mathematics Teacher ◽  
Junior High ◽  
School Mathematics ◽  
National Council ◽  
Stanford University ◽  
High School Mathematics ◽  
Full Support ◽  
School Movement

I do not think that the various departments, so called, in The Mathematics Teacher are equally interesting or equally valuable, but a new department, introduced in the January, 1955, issue, is one that I think should receive the support of all teachers of mathematics whether or not they are actually members of The National Council of Teachers of Mathematics. I refer, of course, to the new department edited by Kinney and Dawson of Stanford University. It will have my full support because I think that we have made a failure, more or less, of the junior high school movement.

The College Board Scholastic Aptitude Test: An Overview of the Mathematical Portion

1978 ◽  
Vol 71 (3) ◽  
pp. 168-180
Author(s):  
James S. Braswell
Keyword(s):  
High School ◽  
Mathematics Education ◽  
Mathematics Teachers ◽  
Scholastic Aptitude Test ◽  
School Mathematics ◽  
High School Mathematics ◽  
Aptitude Test ◽  
College Board ◽  
Current Information ◽  
Scholastic Aptitude

From time to time I have been asked to speak to groups of high school mathematics teachers about the mathematical portion of the Scholastic Aptitude Test (SAT). This article affords an opportunity to provide current information about this test to a greater audience of mathematics teachers and others interested in mathematics education.

The need to catalyze change in high school mathematics

2019 ◽  
Vol 100 (6) ◽  
pp. 39-44
Author(s):  
Robert Q. Berry ◽  
Matthew R. Larson
Keyword(s):  
High School ◽  
International Student ◽  
Daily Life ◽  
Student Assessment ◽  
School Mathematics ◽  
National Council ◽  
High School Mathematics ◽  
Math Instruction ◽  
National Assessment ◽  
International Student Assessment

Results on the National Assessment for Education Progress and the Program for International Student Assessment show that high school mathematics instruction is past due for a redesign. Despite calls for reform going back at least four decades, the structure of math instruction has remained largely the same. In April 2018, the National Council of Teachers of Mathematics released Catalyzing Change in High School Mathematics: Initiating Critical Conversations to promote discussion of the changes needed. Robert Berry and Matthew Larson, current and past presidents of NCTM, describe the arguments within this report, asserting that the math curriculum needs to help students understand the mathematics that’s part of daily life, that tracking of students and teachers should be abandoned, that instruction should involve all students as doers of math, and that all students should experience a common curriculum.

NCTM's Catalyzing Change in High School Mathematics: Our Role in the Middle

2019 ◽  
Vol 24 (5) ◽  
pp. 290-294
Author(s):  
Sarah B. Bush
Keyword(s):  
High School ◽  
Mathematics Education ◽  
Middle Schools ◽  
Shared Responsibility ◽  
School Mathematics ◽  
High School Mathematics

The success of Catalyzing Change is contingent on the preparation and experiences that students bring with them to high school—which is the role of middle schools. We have the shared responsibility of providing an equitable mathematics education for each and every student.

Scientific Investigations oF the Teaching of High School Mathematics Reported in 1932

1933 ◽  
Vol 26 (6) ◽  
pp. 372-381
Author(s):  
H. E. Benz
Keyword(s):  
High School ◽  
Present Report ◽  
Scientific Research ◽  
School Mathematics ◽  
Present Writer ◽  
National Council ◽  
High School Mathematics ◽  
Scientific Investigations ◽  
Original Report

About a year ago the present writer prepared a summary of scientific investigations of the teaching of high school mathematics. This summary was published as a chapter in the Eighth Yearbook of the National Council of Teachers of Mathematics, and included material from 132 references selected chiefly because they met the usual criteria of scientific research. The present report represents an effort to bring this summary down to date by reporting similar studies which were published during 1932. The same classification is used in order to make it easy for the supplement to conform to the original report.

From the 2000s: Facing Facts: Achieving Balance in High School Mathematics

2006 ◽  
Vol 100 (5) ◽  
pp. 86-95
Author(s):  
Lynn Arthur Steen
Keyword(s):  
High School ◽  
Mathematics Education ◽  
Comprehensive Analysis ◽  
The State ◽  
School Mathematics ◽  
High School Mathematics ◽  
New Strategy ◽  
Unique Power ◽  
Current Curriculum ◽  
Mathematical Applications

This article from 2005 presents comprehensive analysis of the state of mathematics education since launching of soviet Sputnik till now concluding that despite extraordinary efforts today's typical 17-year-old knows no more mathematics than his or her grandparents at the same age. After the analysis of the problem author proposes two recommendations balancing interests of different stakeholders. He concludes that due to the extraordinary recent expansion of mathematical applications a new strategy may be used. He believes that the unique power of mathematics that the current curriculum provides for a minority of calculus-bound students, such as reasoning, abstraction, generalization, can extended to a substantial majority of students through a more diverse curriculum designed to offer breadth, balance, utility, and coherence.

Notes and News

1920 ◽  
Vol 13 (1) ◽  
pp. 39-44
Keyword(s):  
High School ◽  
Secondary School ◽  
Mathematics Teachers ◽  
School Mathematics ◽  
National Council ◽  
High School Mathematics ◽  
Secondary School Mathematics ◽  
Local Organizations ◽  
Central Organization

A realization of the need of a central organization to foster the interests of high school mathematics and to secure a greater degree of co-operation between individual teachers and between local associations of teachers interested in secondary school mathematics impelled a group of mathematics teachers to assemble at Cleveland last February at the time of the meeting of the Department of Superintendence of the N. E. A. There were present at this meeting 127 teachers of mathematics representing twenty states and as many local organizations. At that time The National Council of Teachers of Mathematics was formed. A constitution was adopted and the following officers elected

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