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Values in High School Algebra, and Their Measurement


by Truman L. Kelley - 1920

The inspiration to this study lay in the desire to measure the success of a course in mathematics specifically planned to realize certain very much broader values of the subject than are ordinarily sought. To answer the question of whether these values were being obtained, and if so, at what expense in terms of other values, the writer was asked to devise and give a test which would throw light upon the question. In doing this, he has been entirely unfamiliar with the specific subject matter or values striven for in this special algebra class—knowing only in a general way that less emphasis was placed upon the drill and mechanical features of the subject, and more upon the inspirational and cultural features. The values of algebra which he has endeavored to measure have not been contributed by any one connected with the experiment, but have been proposed by men and women of affairs, and by mathematicians away from the College. Precautions have been taken at every turn to prevent the loading of the experiment in favor of the type of work given in the new class or of that in the old established class. In brief, then, the present study attempts to answer the questions, “What are the values of high school algebra, and how are they to be measured?”


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Cite This Article as: Teachers College Record Volume 21 Number 3, 1920, p. 246-290
https://www.tcrecord.org ID Number: 3869, Date Accessed: 10/20/2019 8:39:56 PM

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  • Truman Kelley


 
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