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

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**least**these disciplin- arians were willing to admit to no causal relation- ship.30 Moritz , however , was quick to reply that he saw no distinction between concimitáncyy and causal re- lation.31 E. C. Moore took it upon himself to reply ...Page 350

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**least**two other states , 53 54 California and Indiana , had done the same . The Indiana State Board of Education felt the course to be " beyond the capacities of at**least**one - half of the children , " and the subject to be not one of ...Page 515

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**least**closely associated with it . One year later , Stone published the alternate 166 course in algebra . The difference between these two books was immense . The algebra book contained only traditional algebra , with some geometry in ...### 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