## 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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Page 395

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**applications**into grade nine , especially those**applications**of a business nature . This , Lindquist felt , was desirable because the students would know they were soon to be breadwinners , and also because better " mathematical ...Page 512

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**applications**could be made there was no need for unification , but as soon as**applications**to life problems became impossible , appli- cation to other mathematical material became neces- sary . This was the old idea of the previous ...Page 528

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**applications**throughout the text were marked optional , which , perhaps , indicated that practical**applications**were not valuable for most students taking the 200 course . The implication was that , if anything , practi- cal ...### 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