International Mathematical Education: Some Recent Efforts for Improvement of School Mathematics in India

1968 ◽  
Vol 61 (3) ◽  
pp. 321-327
Author(s):  
J. N. Kapur
Keyword(s):  
Mathematics Education ◽  
Secondary School ◽  
Mathematics Teacher ◽  
School Mathematics ◽  
Mathematical Education ◽  
International Mathematical ◽  
School Teaching

Editor's Note.—The Mathematics Teacher (India) is a new journal in mathematics education directed mainly at secondary school teaching. With the September October 1966 issue it began its third year of publication.

Research Work in a Secondary School Classroom: How Well are Teachers Equipped for it?

2019 ◽  
pp. 347-352
Author(s):  
Urska Markun ◽  
Jasna Kos
Keyword(s):  
Secondary School ◽  
Present Article ◽  
Mathematics Teacher ◽  
Secondary School Students ◽  
Research Work ◽  
Continuous Training ◽  
School Students ◽  
University Departments ◽  
School Teaching ◽  
University Degree

A university degree is not enough in itself to equip a mathematics teacher for successful secondary school-teaching in the longer term. Without continuous training and career-long learning, a teacher will not be able to provide adequate support for students in activities such as extended essays or explorations, both of which are compulsory components of the IB programme. In this paper, we present some examples of such work by IB students at our school. In addition, some Slovenian secondary school students regularly participate in a national research competition for which they must submit project-based work in various fields. The present article describes how university departments co-operated with our secondary school in the course of such research. Examples of research carried out by a number of 16-year-old students at our school are also presented here.

scholarly journals Mathematics education and the dignity of being

Pythagoras ◽  
2012 ◽  
Vol 33 (2) ◽  
Author(s):  
Paola Valero ◽  
Gloria García ◽  
Francisco Camelo ◽  
Gabriel Mancera ◽  
Julio Romero
Keyword(s):  
Mathematics Education ◽  
Secondary School ◽  
Latin American ◽  
Teacher Educators ◽  
Mathematics Curriculum ◽  
School Mathematics ◽  
Critical Geography ◽  
Mathematics Classrooms ◽  
The Enlightenment ◽  
Political Approach

On the grounds of our work as researchers, teacher educators and teachers engaging with a socio-political approach in mathematics education in Colombia, we propose to understand democracy in terms of the possibility of constructing a social subjectivity for the dignity of being. We address the dilemma of how the historical insertion of school mathematics in relation to the Colonial project of assimilation of Latin American indigenous peoples into the episteme of the Enlightenment and Modernity is in conflict with the possibility of the promotion of a social subjectivity in mathematics classrooms. We illustrate a pedagogical possibility to move towards a mathematics education for social subjectivity with our work in reassembling the notion of geometrical space in the Colombian secondary school mathematics curriculum with notions of space from critical geography and the problem of territorialisation, and Latin American epistemology with the notion of intimate space as an important element of social subjectivity.

Report of the Commission on Examinations in Mathematics to the College Entrance Examination Board

1935 ◽  
Vol 28 (3) ◽  
pp. 137
Author(s):  
W. D. Reeve
Keyword(s):  
Secondary School ◽  
Mathematics Teacher ◽  
School Mathematics ◽  
Entrance Examination ◽  
College Entrance Examination ◽  
College Entrance ◽  
Secondary School Mathematics ◽  
Examination Board

The “Report of the Commission on Examinations in Mathematics” to the College Entrance Examination Board appearing on pages 154–166 of this issue of The Mathematics Teacher will be of particular interest to all teachers of secondary school mathematics.

International Mathematical Education: The Czechoslovak National Mathematical Olympiads

1968 ◽  
Vol 61 (1) ◽  
pp. 80-85
Author(s):  
Julius H. Hlavaty
Keyword(s):  
Elementary School ◽  
Secondary School ◽  
National Level ◽  
European Countries ◽  
Mathematical Education ◽  
East European ◽  
International Mathematical

SINCE 1950 every young hopeful future mathematician in a secondary school in Czechoslovakia, or even in elementary school, looks forward to the various rounds of the annual mathematical olympiad. He has hopes for valuable prizes (mostly books on mathematics)- but even more to the sheer glory of recognition (in the form of certificates) on a local, regional, or national level. If he is in the last year of a secondary school, he may even reach the International Olympiad conducted annually (since 1959) by the East European countries.

SoundOFF: The Computer—A Tool for Instruction?

1984 ◽  
Vol 77 (6) ◽  
pp. 404-490
Author(s):  
Jack D. Wilkinson
Keyword(s):  
Mathematics Education ◽  
Secondary School ◽  
Positive Impact ◽  
School Mathematics ◽  
Secondary School Mathematics ◽  
History Of

“January of 1980 is an important month in the history of computers and people. During that month, more computers were built than children were born.” This statement by Arthur Luehrmann should set the stage for a September 1984 statement that describes the significant, positive impact that computers have had on secondary school mathematics education (grades 7-12). However, no such statement can be made.

Student Teams in Mathematics Class

1979 ◽  
Vol 72 (7) ◽  
pp. 505-508
Author(s):  
Alice Artzt
Keyword(s):  
Secondary School ◽  
Mathematics Teacher ◽  
School Mathematics ◽  
Secondary School Mathematics ◽  
Student Teams ◽  
Mathematics Class

As a secondary school mathematics teacher, I am expected to conduct a class of more than thirty students so that each student can learn as much as possible.

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