Date of Award:

1-1-1967

Document Type:

Thesis

Degree Name:

Master of Arts (MA)

Department:

Education

Advisor/Chair:

Robert G. Hammond

Abstract

"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

Included in

Education Commons

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