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

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Page 409

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**matics**? These terms set up in contrast two possible types of courses . Mastery implies thorough study of parts of a subject . Such study and only such study produces at least the indirect values which may accrue from the study of mathe ...Page 450

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**matics**circles . JUNIOR HIGH SCHOOL As already indicated , there were essentially three groups of educators ...**matics**, had hoped for a favorable mention in the report , but as one observer noted , it was a distinct " disappointment of ...Page 491

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**matics**, it was also evident that many mathematics edu- cators were becoming concerned with this loss . There began , in the years around 1930 , a noticeable increase in the attempts to show the value of mathematics . Typi- cal of these ...### 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