## 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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**social**" 62 biology ,**social**sciences ,**social**art , and what not . Indeed , the new course would be**social**mathematics . The course was to be concerned with problem solving of the Thorndike variety . As one spokesman suggested the ...Page 473

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**Social**mathematics . The progressive group , both as individuals and by means of the two committee re- ports , firmly established a new conception of general mathematics , which came to be called "**social**mathe- matics , " not at all ...Page 511

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**social**worth ( in school , in the home , in the occupation , or in leisure activities ) to a definite portion of the student body ; second " thinking value " -- it must be possible to show for material whose**social**utility is doubtful ...### 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