An Approach to Euclidean Geometry through Vectors

1966 ◽  
Vol 59 (3) ◽  
pp. 218-235
Author(s):  
Steven Szabo

Among the central ideas in mathematics today is the notion of a vector space. This concept has many applications in algebra, geometry, and analysis. In addition to its applications, the concept of a vector space can serve to relate the study of algebra and geometry in the secondary school mathematics curriculum. For the most part, the studies of algebra and geometry in the high school curriculum are not at all related. In fact, it is the case in many instances that the study of geometry turns out to be merely a strange interlude between the study of algebra in the ninth grade and the continued study of algebra in the eleventh grade.

1986 ◽  
Vol 34 (2) ◽  
pp. 14-17
Author(s):  
Roger P. Day

While teaching junior high school mathematics at the Stavanger American School in Norway. I sensed the need to challenge the students' perceptions of mathematics. The seventh and eighth graders seemed most concerned with producing correct answers. They saw little need for questioning, evaluating, checking, and comparing. They simply wanted to be shown “how to do it.” I set out to implement a problem-solving component within the structure of the junior high school curriculum that would alter this. “right-wrong-produce an anwer” mind set. This article reports my experience and sets forth ideas that may work for you.


1955 ◽  
Vol 48 (6) ◽  
pp. 386-393
Author(s):  
E. P. Northrop

This article underlines the current dissatisfaction with the high school curriculum and, at the same lime, offers a few pointers for the next steps to be taken.


1945 ◽  
Vol 38 (6) ◽  
pp. 269-273
Author(s):  
S. L. Berman

How times have changed! A number of years ago, the educator who espoused the cause of increased mathematical study for secondary school pupils would have been tolerated in some quarters, considered eccentric in others, but would have been ignored completely or not too quietly ridiculed in most educational circles. Now, not only are schoolmen deeply interested in the extension of mathematical education, but their concern is not limited to related mathematics or to social mathematics. It has been rediscovered that there is a place in the high school curriculum for the traditional sequential courses in mathematics, a place of importance in the world of tomorrow.


1967 ◽  
Vol 60 (8) ◽  
pp. 824-831
Author(s):  
Frederick Mosteller

The teaching of probability and statistics both in school and secondary school mathematics has come a very long way since the Commission on Mathematics first produced the Gray Book.1 Many commercial publishers have attractive texts, and SMSG and others have produced sections on probability and statistics for various grade levels.


1964 ◽  
Vol 57 (3) ◽  
pp. 154-159
Author(s):  
Carol V. McCamman ◽  
Jane M. Hill

Some important articles and books concerning the changing mathematics curriculum


1968 ◽  
Vol 61 (1) ◽  
pp. 46-49
Author(s):  
Charles R. Eilber

DESPITE the great amount of attention focused on the secondary school mathematics curriculum in recent years, there remains a major aspect of the teaching of college preparatory mathematics which has been consistently overlooked. While there seems to be little question that the content and approach of the modern curricula are significant and relevant to the needs and purposes of the future mathematician, engineer, physicist, and statistician, the relevance of the secondary school college preparatory mathematics curriculum to the lives of the future historian, musician, teacher of English, or any articulate layman is doubtful.


1978 ◽  
Vol 71 (7) ◽  
pp. 578-581
Author(s):  
Charles Lund

Buckminster Fuller has created a myriad of ideas that are highly appropriate for study at various points in the mathematics curriculum. This article describes some practical, hands-on ways in which Fuller's ideas about geodesic domes are being used in the secondary school mathematics classrooms of the St. Paul public schools.


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