Significant Movements in Secondary School Mathematics
by Raleigh Schorling - 1917
Your program committee has asked me to review the significant movements that are effecting the reorganization of subject matter and methods of instruction in secondary school mathematics.1 The recent vigorous criticisms by men in responsible positions make it appear unnecessary to state the need for the discussion of this topic. These widely published criticisms2 have evoked extensive discussion during the past year in educational meetings and literature. For example, in our city mathematics club we have followed with considerable interest the controversy between Professor David Snedden3 and the committee appointed by the New England Association of Teachers of Mathematics. Furthermore, in November the Central Association of Science and Mathematics Teachers took official action to cooperate with the Mathematical Association of America in the consideration of these criticisms by a national committee. This evidence of the importance of these criticisms makes it appear advisable to consider what possibilities these significant movements offer in overcoming profound discontent with the results of mathematics teaching.
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