Higher Arithmetic, designed for the use of high schools, academies and colleges, etc PDF Download
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Author: George R. PERKINS (Professor of Mathematics.)
Publisher:
ISBN:
Category :
Languages : en
Pages : 270
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Book Description
Author: George R. PERKINS (Professor of Mathematics.)
Publisher:
ISBN:
Category :
Languages : en
Pages : 270
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Book Description
Author: George Roberts Perkings
Publisher: BoD – Books on Demand
ISBN: 3368891529
Category : Fiction
Languages : en
Pages : 262
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Book Description
Reprint of the original, first published in 1841.
Author: Jo Boaler
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 180
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Book Description
This is the first book of its kind to provide direct evidence for the effectiveness of traditional and progressive teaching methods. It reports on careful and extensive case studies of two schools which taught mathematics in totally different ways. Three hundred students were followed over three years and the interviews that are reproduced in the book give compelling insights into what it meant to be a student in the classrooms of the two schools. The different school approaches are compared and analyzed using student interviews, lesson observations, questionnaires given to students and staff and a range of different assessments, including GCSE examinations. Questions are raised about the effectiveness of different teaching methods in preparing students for the demands of the 'real world' and the 21st century, the impact of setted and mixed ability teaching upon student attitude and achievement, and gender and learning styles. New evidence is provided for each of these issues. The book draws some radical new conclusions about the ways that traditional teaching methods lead to limited forms of knowledge that are ineffective in non-school settings. The book will be essential reading for math teachers, parents, and policy makers in education.
Author: Alexander Macfarlane
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 412
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Book Description
Author: Richard Hiley
Publisher:
ISBN:
Category :
Languages : en
Pages : 216
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Book Description
Author:
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 426
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Book Description
Author: Samuel H. Winter
Publisher:
ISBN:
Category :
Languages : en
Pages : 468
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Book Description
Author: John Hunter (M.A., of Uxbridge.)
Publisher:
ISBN:
Category : Algebra
Languages : en
Pages : 84
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Book Description
Author: George Boole
Publisher:
ISBN:
Category : Differential equations
Languages : en
Pages : 584
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Book Description
Author: Andrew Hacker
Publisher: New Press, The
ISBN: 1620970694
Category : Education
Languages : en
Pages : 257
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Book Description
A New York Times–bestselling author looks at mathematics education in America—when it’s worthwhile, and when it’s not. Why do we inflict a full menu of mathematics—algebra, geometry, trigonometry, even calculus—on all young Americans, regardless of their interests or aptitudes? While Andrew Hacker has been a professor of mathematics himself, and extols the glories of the subject, he also questions some widely held assumptions in this thought-provoking and practical-minded book. Does advanced math really broaden our minds? Is mastery of azimuths and asymptotes needed for success in most jobs? Should the entire Common Core syllabus be required of every student? Hacker worries that our nation’s current frenzied emphasis on STEM is diverting attention from other pursuits and even subverting the spirit of the country. Here, he shows how mandating math for everyone prevents other talents from being developed and acts as an irrational barrier to graduation and careers. He proposes alternatives, including teaching facility with figures, quantitative reasoning, and understanding statistics. Expanding upon the author’s viral New York Times op-ed, The Math Myth is sure to spark a heated and needed national conversation—not just about mathematics but about the kind of people and society we want to be. “Hacker’s accessible arguments offer plenty to think about and should serve as a clarion call to students, parents, and educators who decry the one-size-fits-all approach to schooling.” —Publishers Weekly, starred review
