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

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Page 446

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**thinking**, described it in terms of a process . Because it was a process , he said , transfer would occur more readily than in the case of facts and skills . This process of functional**thinking**he considered to be the " soul " of ...Page 483

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**thinking**. " This was not the same as mental dis- cipline , which trained the mind in logical**thinking**apart from mathematics , or the Deweyan view of problem solving which would teach a process apart from mathe- matics . Any**thinking**...Page 511

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**thinking**in life will be hampered by their exclusion . 157 Thus social worth was the first consideration , while it was necessary " to show " the relation to**thinking**. With these criteria , they managed to exclude " at least 35 per ...### 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