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

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Page 397

Solberg Einar Sigurdson. definite distinction between an elementary school

Solberg Einar Sigurdson. definite distinction between an elementary school

**pupil**and a high school**pupil**. For this reason , arithmetic was to form a large part of the work of grades seven and eight . However , a great emphasis was put ...Page 403

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**pupil**, Breslich claimed , would have learned a great deal of algebra and geometry , and would have been ready for the study of formal algebra in the ninth grade . By the end of the three years , the**pupil**would have learned the ...Page 439

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**pupils**who are forced to study mathematics , " singled out what was the most significant contribution that the measurement movement was to make to the teaching of mathematics . Bobbitt and Snedden had wanted to divide the**pupils**...### 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