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

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**concepts**and ideas , were largely puzzles ; they were not real every- day problems . This appeared to be the case even in geometry problems . Another obvious aspect of the geo- metric problems was the use of elementary**concepts**. 222 ...Page 406

Solberg Einar Sigurdson. around such geometrical

Solberg Einar Sigurdson. around such geometrical

**concepts**as angles , the circle , the graph , surface areas , and volumes . Breslich intro- duced the algebra of the formula , and used small letters to ...**concepts**as angles, the circle, ...Page 462

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**concepts**. Like Lindquist , he believed it necessary to teach facts about investment , budgets , and other**concepts**not usually associated with mathematics . Upon being questioned on the matter , the professor answered : You are right ...### 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