## 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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Page 319

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**trigonometry**in the section on similar triangles , which then made available for use any number of practical examples very similar to those included in mensuration , a course of another era . 240 Stone and Millis had intro- duced ...Page 398

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**trigonometry**. These , according to Smith , were not taught for the reasons given by Myers , Breslich , or Reeve , but rather to enable the student to understand what the different subjects meant . Smith advocated equal amounts of time ...Page 525

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**trigonometry**. However , few of the texts introduced or developed many geometrical concepts not already familiar to the student . This limited the geometry to mensurational formulas , sum of angles , and the Pythagorean Theorem , the ...### 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