Present Practices in Mathematics Instruction and Supervision

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U.S. Department of Health, Education, and Welfare, Office of Education, 1966 - 62 pages

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Page 40 - He that would bring home the wealth of the Indies, must carry out the wealth of the Indies.
Page vii - Minneapolis, Minn.; New Orleans, La.; ' New York, NY; Philadelphia, Pa.; Pittsburgh, Pa.; Portland, Oreg.; St. Louis, Mo.; San Francisco, Calif.; and Seattle, Wash. In addition, many branch offices are operated for short periods during the heavy movement of important crops and information is furnished to State offices for dissemination. Market news service on dairy and poultry products.
Page vii - Atlanta, Ga. ; Baltimore, Md. : Boston, Mass. Chicago, 111.; Cincinnati, Ohio; Cleveland, Ohio; Denver, Colo.; Detroit, Mich.
Page 4 - ... new curriculums which will help to motivate the potential dropouts to stay in school until they learn some salable skill. Various types of "general" mathematics courses are usually offered such students. They are designed to be partly remedial, to give students some new mathematical experiences, to prepare students to solve the problems of their jobs and their daily life, and to strengthen them to enter the college preparatory sequence if they choose to do so.
Page 24 - Eniac, which was completed in 1946 by the Moore School of Electrical Engineering at the University of Pennsylvania.
Page 48 - Mathematics; Mathematics Tests Available in the United States; and The Supervisor of Mathematics, His Role in the Improvement of Mathematics Instruction. The first one of these three pamphlets was mailed free as a membership service to all active members of the Council. Representatives of the Council cooperated with the NEA Project on the Academically Talented Student in conducting a conference on mathematics. The outcomes of the conference were reported...
Page 14 - ... reported that 30 percent of its entering students were eligible to begin sophomore level work. Virtually all major institutions of higher learning now grant some credit for work completed earlier. As President Lee Du Bridge of California Institute of Technology says in the November 1962 NEA Journal: "High schools are now challenging even the best colleges to keep up with the improved product they are now putting out.
Page 9 - Washington sponsored jointly by the Office of Education and the National Council of Teachers of Mathematics...
Page 3 - In summary, he concludes that: 1. The individual teacher is the most important factor in the development of a strong mathematics program.
Page 4 - ... program. There is even less acceptance of courses in linear algebra, matrices, and computer mathematics.

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