This book is a sequel to MATHEMATICAL CHALLENGES, which was published in 1965. In this sequel are 100 problems, together with their printed solutions. The problems range from those that are quite simple to those that will challenge even the most ardent problem solver, and they include examples from algebra, geometry, number theory, probability,…

Mathematics and science classes integrated computer science activities into the regular secondary curriculum. This document reports the nature of the computer activities used in conjunction with an algebra II class, a physics class and a chemistry class. A computer programing class was also established as a year-long elective course. Success and…

The 1959 Royaumont seminar "New Thinking in School Mathematics," having agreed on the need for modernization, recommended that a second group of experts work out detailed synopses of the entire subject matter of secondary school mathematics. This book is the report of the second seminar and contains the Dubrovnik Program which stimulated…

This is the ninth in a series of ten self-contained units designed for use by students in ninth grade general mathematics classes. This unit is divided into six sections dealing with different concepts involving positive and negative numbers. Some concepts presented include positive and negative integers, addition and subtraction, multiplication,…

This teaching guide outlines a semester course for those students who need review work in concepts from algebra and geometry. Successful completion of this material would serve as a prerequisite to the study of trigonometry. Sequence, textbook references, and time allotments are suggested. Units studied are: the real numbers; operations on the…

This book, photographically reproduced from its original 1942 edition, is an extended essay on one of the three problems of the ancients. The first chapter reduces the problem of trisecting an angle to the solution of a cubic equation, shows that straightedge and compasses constructions can only give lengths of a certain form, and then proves that…

Algebra I and General Mathematics courses directed at a ninth grade population are being designed to include a tutorial program under computer control and a variety of supplemental learning experiences. Student performance data will not only control the flow of the program, but also will enable the classroom teacher to assign appropriate…

Algebra I and General Mathematics courses using tutorial instructional programs under computer control supplemented by "off-line" materials (included in the computer controlled testing) have been developed for a ninth grade student population. The relationships of instructional materials, pretests, posttests, and choice points are…

Sixteen mathematicians from universities, schools and industries met for five days in 1966 to plan a "second round" curriculum which would place greater emphasis on the relevance of mathematics to problems of the real world. Their deliberations are reported in this document. The three main recommendations were that the curriculum should…

This report of a statewide Mathematics Advisory Committee outlines the kindergarten through grade eight mathematics curriculum in terms of nine "strands": Numbers and Operations, Geometry, Measurement, Applications of Mathematics, Statistics and Probability, Sets, Functions and Graphs, Logical Thinking, and Problem Solving. Broad goals…

Two studies attempted to determine whether a programed instruction booklet on a task in algebra would be more effective if the units in the program were presented in a sequence suggested by a hierarchical analysis of the task than if units were presented in a reverse or a random sequence. In the first study, a program was made up, based on the…

This nineteenth unit in the SMSG secondary school mathematics series is the teacher's commentary for Unit 17. First, a time allotment for each of the chapters in Units 17 and 18 is given. Then, for each of the chapters in Unit 17, the goals for that chapter are discussed, the mathematics is explained, some teaching suggestions are given, answers…

Eighty-one bright eighth-grade students were selected for an accelerated program in algebra. Students were classified by sex and by chronological age; the three age cohorts were 143-156 months, 157-159 months, and 160-165 months old. Success in the course, as measured by course grade, was considered in relation to age and sex; IQ score was used as…

The author discusses the impact of mathematical developments around the turn of the century, and historical concerns and development of mathematics education. This article is a continuation of SE 515 504. (SD)

Rational points in the plane were defined as points having both coordinated rational. Students solved several problems linking rational points with lines, circles, and other geometric figures. (SD)