## 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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**progressives**. The group to which Smith belonged was characterized by conservative or traditional thinking on the problems of the mathematics curriculum , and in this way directly opposed the**progressives**. The third group , which Smith ...Page 405

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**progressives**were not concerned with the student discovering his mathematical interests and capabilities . For this reason the ninth grade of the**progressives**' course was concerned with arithmetical application , while the ...Page 458

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**progressives**, though only a small minority before 1923 , were growing in strength , and like Lindquist , they proposed a course of their own . 59 Ralph Beatly : " Effect of Varying the Amounts of Arithmetics Geometry , and Algebra ...### 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