## 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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**example**, gave informa- tion on areas , distances , heights of mountains , lengths of rivers , annual rainfall , resources , temperature and velocity . He did not give so much information when it cametto physics , where most of the ...Page 314

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**Examples**of Scientific problems were , In an alloy of 90 oz . are 6 oz . of silver . so that 10 oz . of the fifths of an ounce of 1 Solve = D mv In E = 2 L - f of silver and copper there How much eopper must be added new alloy may ...Page 394

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**example**, to " present true economic lessons . " This idea was not new to the elementary educators , who had been emphasizing concepts like thrift , especially after the war . Lindquist gave an**example**of the kind of les- son needed to ...### 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