## The Development of the Idea of Unified Mathematics in the Secondary School Curriculum, 1890-1930, Volume 2 |

### From inside the book

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**amount**of stress was the student's increased ability to apply mathematics to other high - school studies , such as physics . Another outcome of the course was a gain in " mathematical power , " which he equated with the ability to solve ...Page 406

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**amount**and kind of geometry , and to a lesser extent the**amount**of algebra . The radical dif- ference between their treatment of algebra was to be seen in the next book . Here Smith introduced only very 150 simple work , mostly with the ...Page 534

Solberg Einar Sigurdson. determined by the

Solberg Einar Sigurdson. determined by the

**amount**and kind of mathematics known . Indeed , it seemed rather like the idea that Charles H. Judd suggested on " informational " mathematics ...**amount**and kind of mathematics known. ...### Common terms and phrases

according advocated algebra and geometry amount appeared applications arithmetic aspect Association attempts became become Breslich chapter Chicago claimed Clark College committee concepts concerned connection conservative considerable contained correlation course critics curriculum demonstrative geometry discussions elementary school especially example experiment facts function grade High School Mathematics Ibid idea importance included indicated insisted interest introduced John junior high school kind learning least less material mathe mathematics course mathematics educators matics means mensuration mental discipline mentioned method movement Myers ninth grade objective period popular position practical principles problem solving progressives published pupil question reason Reeve referred Rugg secondary school seemed showed Smith social Society suggested taught Teachers teaching term textbooks thinking Thorndike thought tion traditional trigonometry unified mathematics University York