Selected Writings from the Journal of the Saskatchewan Mathematics Teachers' Society

Celebrating 50 years (1961-2011) of vinculum

Egan J. Chernoff, Gale L. Russell, Bharath Sriraman

• Publisher: Information Age Publishing
• Year: 2019
• Print ISBN:
  9781641135276
  9781641135283
• eBook ISBN:
  9781641135290
• Topic: Education
• Subtopic: Education Teaching Methods

The teaching and learning of mathematics in Saskatchewan—one of three Canadian provinces sharing a border with Montana—has a long and storied history. An integral part of the past 50 years (1961-2011) of history has been vinculum: Journal of the Saskatchewan Mathematics Teachers' Society (in its many different renditions). This monograph, which presents ten memorable articles from each of the past five decades (i.e., 50 articles from the past 50 years of the journal), provides an opportunity to share this rich history with a wide range of individuals interested in the teaching and learning of mathematics and mathematics education. Each decade begins with an introduction, providing a historical context, and concludes with a decade-specific commentary by a prominent member of the Saskatchewan mathematics education community. As a result, this monograph provides a historical account as well as a contemporary view of many of the trends and issues (e.g., curriculum, technology) in the teaching and learning of mathematics. This book is meant to serve as a resource for a variety of individuals, including teachers of mathematics, mathematics teacher educators, mathematics education researchers, historians, and undergraduate and graduate students and, further, as a celebratory retrospective on the work of the Saskatchewan Mathematics Teachers' Society.

Table of contents

• Cover
• Series Editor
• Selected Writings from the Journal of the Saskatchewan Mathematics Teachers’ Society: Celebrating 50 years (1961–2011) of vinculum
• Library of Congress Cataloging-in-Publication Data
• CONTENTS
• ACKNOWLEDGEMENTS
• SMTS ROLES AND OBJECTIVES
• PREFACE
• THE 1960s
• INTRODUCTION: THE SIXTIES
• CHAPTER 1: THE CHARACTER OF THE CRISIS
• CHAPTER 2: MATHEMATICS AT TEACHERS’ COLLEGE—MUCH DONE ANDMORE TO DO
• CHAPTER 3: INADEQUACIES OF TEACHERSOF ARITHMETIC
• ANCILLARY MATERIAL
• CHAPTER 4: ELECTRIC COMPUTERS IN HIGH SCHOOL
• CHAPTER 5:THE MATHEMATICS CLASSROOM
• CHAPTER 6: IMPLEMENTATION OF NEWMATHEMATICS
• CHAPTER 7: THE ROLE OF THE CANADIAN TEACHER OF MATHEMATICS
• CHAPTER 8A: CANADIAN ASSOCIATION OF MATHEMATICS TEACHERS
• CHAPTER 8B: MATHEMATICS ACROSS CANADA
• CHAPTER 9: THE BUDDY SYSTEM IN LEARNING MATHEMATICS
• CHAPTER 10: MATHEMATICS FOR THE EXCEPTIONAL CHILD
• COMMENTARY: THE SIXTIES
• THE 1970s
• INTRODUCTION: THESEVENTIES
• CHAPTER 1: MATHEMATICAL HEURISTICS
• CHAPTER 2: WHAT GEOMETRY IN THE ELEMENTARY SCHOOL?
• CHAPTER 3: WHY ARE WE TEACHING HIGH SCHOOL GEOMETRY?
• CHAPTER 4A: A CASE FOR INDIVIDUAL PROGRESS IN MATHEMATICS
• CHAPTER 4B: WHY NOT REQUIRE AN 80% PERFORMANCE IN MATHEMATICS?
• CHAPTER 5: SURVEY AND EDUCATIONAL IMPLICATIONS OF S.I.
• CHAPTER 6: A CONTINUING SUCCESS
• CHAPTER 7: NEW WINE IN OLD BOTTLES
• CHAPTER 8: IS MATHEMATICS RIPE FOR MASTERY LEARNING?
• CHAPTER 9: THE ‘NEW MATH’ IN SCHOOLS
• CHAPTER 10: THE STATUS OF SASKATCHEWAN SECONDARY SCHOOL MATHEMATICS TEACHERS WITH IMPLICATIONS FOR THE TEACHER EDUCATION PROGRAMS IN SASKATCHEWAN
• COMMENTARY: THE SEVENTIES
• THE 1980s
• INTRODUCTION: THE EIGHTIES
• CHAPTER 1: HIGH SCHOOL MATHEMATICS REVIEW TEST AT THE UNIVERSITY OF SASKATCHEWAN
• CHAPTER 2: RX FOR THE 80s
• CHAPTER 3: COMPUTER SCIENCE AND MATHEMATICS
• CHAPTER 4: MATHEMATICS
• CHAPTER 5: WHAT KIND OF MATHEMATICS?
• CHAPTER 6: SEX-RELATED DIFFERENCES IN MATHEMATICS ACHIEVEMENT AT THE DIVISION IV LEVEL
• CHAPTER 7: THE IMPORTANCE OF TEACHING WHAT IS YET UNKNOWN
• CHAPTER 8: A BRIEF NOTE ON THE ORIGIN AND HISTORY OF THE SASKATCHEWAN MATHEMATICSTEACHERS’ SOCIETY
• CHAPTER 9: PSYCHOLOGY IN TEACHINGMATHEMATICS
• CHAPTER 10: MATHEMATICS FOR THE GIFTED LEARNER
• COMMENTARY: THE EIGHTIES
• THE 1990s
• INTRODUCTION: THE NINETIES
• CHAPTER 1: IS THE NCTM STANDARD A CORRECT SOLUTION FOR GRADES 9–12?
• CHAPTER 2: ELEMENTARY MATHEMATICS IN THE 90s
• CHAPTER 3:MOTIVATION IN TEACHING MATHEMATICS1
• CHAPTER 4: CALCULATORS: BOON OR BAIN IN DEVELOPING A MATHEMATICALLY LITERATE SOCIETY
• CHAPTER 5: WRITING IN MATHEMATICS
• CHAPTER 6: THE CULTURE OF MATHEMATICS AND THE CULTURE OF SCHOOL
• CHAPTER 7: PROCEDURES TO INCREASE THE ENTRY OF WOMEN IN MATHEMATICS-RELATEDCAREERS
• CHAPTER 8A: KILL ALL THE CALCULATORS?
• CHAPTER 8B: A NEW LEARNING IN MATH
• CHAPTER 9: I’VE GOT A SECRET:MATH ANXIETY
• CHAPTER 10: TEACHING GEOMETRY TO KUNSI—“MORNING STAR”
• COMMENTARY: THE NINETIES
• THE 2000s
• INTRODUCTION: THE AUGHTS
• CHAPTER 1: PROBLEM SOLVING
• CHAPTER 2: CURRICULUM DEVELOPMENT AND TEACHER TRAINING IN THE SULTANATE OF OMAN
• CHAPTER 3: BEYOND INDIVIDUAL CLASSROOMS
• ANCILLARY MATERIAL
• CHAPTER 4: WHAT IS MATHEMATICS ABOUT ANYWAY?
• CHAPTER 5: CALCULATORS: BRAIN NUMBING OR TEDIUM RELIEVING?
• ANCILLARY MATERIAL
• CHAPTER 6: ASSESSMENT FOR LEARNING IN SASKATCHEWAN MATHEMATICS CLASSES
• CHAPTER 7: WRITING TO COMMUNICATE IN THE SECONDARY MATHEMATICS CLASSROOM
• CHAPTER 8: INDIGINEOUS, PERSONAL AND WESTERN MATHEMATICS
• CHAPTER 9: TEACHING NUMERACY IN A COMMUNITY CONTEXT
• APPENDIX 1: CURRICULUM LEANRING OUTCOMES ON MATHEMATICAL TRANSFORMATIONS
• APPENDIX 2: SYMMETRY IN SPORTS TEAM LOGOS
• APPENDIX 3: ROMANTIC IMAGINATIVE EDUCADTION BRAINSTORMING CHART (THE COGNITIVE TOOLS OF LITERACY)
• APPENDIX 4
• CHAPTER 10: TWO YEARS AND FOUR ISSUES LATER
• PONDERING WHAT AUGHT TO BE
• BIOGRAPHIES