A Suggested Mathematics Curriculum for Preparation of Teachers of Modern Secondary School Mathematics in Utah

"New math" has drastically changed secondary mathematics and the demands on the secondary ma thematics teacher. The changes and e ffects of changes w re studied with emphasis on suggested programs in teacher preparation. Questionnaires were given to one hundred four secondary mathematics t...

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Main Author: Philips, Harold Nolan
Format: Others
Published: DigitalCommons@USU 1967
Subjects:
Online Access:https://digitalcommons.usu.edu/etd/2976
https://digitalcommons.usu.edu/cgi/viewcontent.cgi?article=4010&context=etd
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spelling ndltd-UTAHS-oai-digitalcommons.usu.edu-etd-40102019-10-13T05:51:14Z A Suggested Mathematics Curriculum for Preparation of Teachers of Modern Secondary School Mathematics in Utah Philips, Harold Nolan "New math" has drastically changed secondary mathematics and the demands on the secondary ma thematics teacher. The changes and e ffects of changes w re studied with emphasis on suggested programs in teacher preparation. Questionnaires were given to one hundred four secondary mathematics teachers in Utah. Fifty-e ight w rt: returned, of which fifty were usable. The questionnaire contained twenty-six mathematics courses offered to mathematics education majors in Utah universities . The teachers indicated which courses were valuable to them in teaching secondary school mathematics . Rank order correlation coefficients were calculated among subgroups of the questionnaire to determine internal consistency. All coefficients were above the 1 per cent significance level. The first fifteen courses listed in rank order according to the percentage of teachers who fe lt each course was valuable are: college algebra, trigonometry, analytic geometry, differential calculus, modern algebra, metltods for secondary mathematics teachers , mathematics for secondary school teachers, foundations of mathe matics, integral calculus, number theory, history of matltematics, foundations of geometry , solid geometry, logic , and foundations of algebra. On the basis of the courses generally recommended for prospective modern matltema tics teachers by nationally interested groups and the results of the evaluations of courses by Utah mathematics teachers , the following program in mathematics was proposed for prospective matltematics teachers in Utah . Mathematics education majors should take: College Algebra (or equivale nt) Trigonomentry (or equivalent) Analytic Geometry Differential Calculus Abstract Algebra (at least one course ) College Geometry (a t least one course other than Analytic Geometry) Mathematics for Secondary School Teachers Methods course (may be taken under the Department of Education) After completing tltis basic program, teachers intending to teach grades seven, eight, or nine s hould choose three or more courses from tlte following: Foundations of Mathematics Additional courses in Abstract Algebra Additional courses in College Geometry (other than Analytic Geometry) Number Theory Logic History of Mathematics Probability and Statistics A teacher intending io teach grades ten, eleven, or twelve should complete integral calculus and choose three or more courses from the following: Foundations of Mathematics Additional courses in Abstract Algebra Additional courses in College eometry (other than Analytic Geometry) Number Theory Logic History of Math matics Probability and Statistics Additional Calculus courses 1967-05-01T07:00:00Z text application/pdf https://digitalcommons.usu.edu/etd/2976 https://digitalcommons.usu.edu/cgi/viewcontent.cgi?article=4010&context=etd Copyright for this work is held by the author. Transmission or reproduction of materials protected by copyright beyond that allowed by fair use requires the written permission of the copyright owners. Works not in the public domain cannot be commercially exploited without permission of the copyright owner. Responsibility for any use rests exclusively with the user. For more information contact Andrew Wesolek (andrew.wesolek@usu.edu). All Graduate Theses and Dissertations DigitalCommons@USU Mathematics Curriculum Secondary School Education
collection NDLTD
format Others
sources NDLTD
topic Mathematics
Curriculum
Secondary School
Education
spellingShingle Mathematics
Curriculum
Secondary School
Education
Philips, Harold Nolan
A Suggested Mathematics Curriculum for Preparation of Teachers of Modern Secondary School Mathematics in Utah
description "New math" has drastically changed secondary mathematics and the demands on the secondary ma thematics teacher. The changes and e ffects of changes w re studied with emphasis on suggested programs in teacher preparation. Questionnaires were given to one hundred four secondary mathematics teachers in Utah. Fifty-e ight w rt: returned, of which fifty were usable. The questionnaire contained twenty-six mathematics courses offered to mathematics education majors in Utah universities . The teachers indicated which courses were valuable to them in teaching secondary school mathematics . Rank order correlation coefficients were calculated among subgroups of the questionnaire to determine internal consistency. All coefficients were above the 1 per cent significance level. The first fifteen courses listed in rank order according to the percentage of teachers who fe lt each course was valuable are: college algebra, trigonometry, analytic geometry, differential calculus, modern algebra, metltods for secondary mathematics teachers , mathematics for secondary school teachers, foundations of mathe matics, integral calculus, number theory, history of matltematics, foundations of geometry , solid geometry, logic , and foundations of algebra. On the basis of the courses generally recommended for prospective modern matltema tics teachers by nationally interested groups and the results of the evaluations of courses by Utah mathematics teachers , the following program in mathematics was proposed for prospective matltematics teachers in Utah . Mathematics education majors should take: College Algebra (or equivale nt) Trigonomentry (or equivalent) Analytic Geometry Differential Calculus Abstract Algebra (at least one course ) College Geometry (a t least one course other than Analytic Geometry) Mathematics for Secondary School Teachers Methods course (may be taken under the Department of Education) After completing tltis basic program, teachers intending to teach grades seven, eight, or nine s hould choose three or more courses from tlte following: Foundations of Mathematics Additional courses in Abstract Algebra Additional courses in College Geometry (other than Analytic Geometry) Number Theory Logic History of Mathematics Probability and Statistics A teacher intending io teach grades ten, eleven, or twelve should complete integral calculus and choose three or more courses from the following: Foundations of Mathematics Additional courses in Abstract Algebra Additional courses in College eometry (other than Analytic Geometry) Number Theory Logic History of Math matics Probability and Statistics Additional Calculus courses
author Philips, Harold Nolan
author_facet Philips, Harold Nolan
author_sort Philips, Harold Nolan
title A Suggested Mathematics Curriculum for Preparation of Teachers of Modern Secondary School Mathematics in Utah
title_short A Suggested Mathematics Curriculum for Preparation of Teachers of Modern Secondary School Mathematics in Utah
title_full A Suggested Mathematics Curriculum for Preparation of Teachers of Modern Secondary School Mathematics in Utah
title_fullStr A Suggested Mathematics Curriculum for Preparation of Teachers of Modern Secondary School Mathematics in Utah
title_full_unstemmed A Suggested Mathematics Curriculum for Preparation of Teachers of Modern Secondary School Mathematics in Utah
title_sort suggested mathematics curriculum for preparation of teachers of modern secondary school mathematics in utah
publisher DigitalCommons@USU
publishDate 1967
url https://digitalcommons.usu.edu/etd/2976
https://digitalcommons.usu.edu/cgi/viewcontent.cgi?article=4010&context=etd
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