The Reorganization of Mathematics in Secondary Education: A Report of the National Committee on Mathematical Requirements Under the Auspices of the Mathematical Association of America, Inc
Mathematical Association of America, Incorporated, 1923 - Mathematical Association of America - 650 pages
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Page 11 - It must be conceived throughout as a means to an end, not as an end in itself.
Page 307 - A girl spent % of her money for car fare, and three times as much for clothes. Half of what she had left was 80 cents. How much money did she have at first?
Page 307 - Solve as many of the following problems as you have time for ; work them in order as numbered : 1. If you buy 2 tablets at 7 cents each and a book for 65 cents, how much change should you receive from a two-dollar bill?
Page 11 - The primary purposes of the teaching of mathematics should be to develop those powers of understanding and of analyzing relations of quantity and of space which are necessary to an insight into and control over our environment and to an appreciation of the progress of civilization in its various aspects, and to develop those habits of thought and of action which will make these powers effective in the life of the individual.
Page 9 - The acquisition, in precise form, of those ideas or concepts in terms of which the quantitative thinking of the world is done.
Page 15 - We therefore recommend a reorganization of the school system whereby the first six years shall be devoted to elementary education designed to meet the needs of pupils approximately 6 to 12 years of age; and the second six years to secondary education designed to meet the needs of pupils of approximately 12 to 18 years of age.
Page 60 - If from a point without a circle a secant and a tangent are drawn, the tangent is the mean proportional between the whole secant and its external segment.
Page 12 - The primary and underlying principle of the course should be the idea of relationship between variables, including the methods of determining and expressing such relationship. The teacher should have this idea constantly in mind, and the pupil's advancement should be consciously directed along the lines which will present first one and then another of the ideas upon which finally the formation of the general concept of functionality depends.