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How can the mathematics teacher interpret "meaning"?
|Title:||How can the mathematics teacher interpret "meaning"?.||
Perfect, Mary, author
Trimble, H. C., professor directing thesis.
Florida State University, degree granting institution
|Type of Resource:||text|
|Publisher:||Florida State University|
|Place of Publication:||Tallahassee, Florida|
|Extent:||1 online resource (19 unnumbered leaves)|
|Abstract/Description:||"The fundamental aim of mathematics instruction is the teaching of problem solving. For the majority of people this means mathematics is a language with which they can express quantitative relationships. The meanings in this language must be understood; the language must be practiced and applied to life situations if mathematics is to serve its purpose in the school curriculum. To teach mathematics in this manner is a tremendous job. It requires a teacher not only with patience, understanding of the students, and an excellent mathematics background but also with a broader general background. He will need to be able to find varied functional relationships of mathematics to life and must have the skill to help the students understand these relationships, too. In summary, good mathematics instruction includes the proper proportions and the proper interweaving of meanings, drill, and applications at the appropriate level of the student"--Introduction.|
|Bibliography Note:||Includes bibliographical references (leaves 17-19).|
"Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Science under Plan II."
Advisor: H. C. Trimble, Professor Directing Paper.
Mathematics -- Study and teaching
Education -- Study and teaching
|Persistent Link to This Record:||http://purl.flvc.org/fsu/fd/FSU_historic_akp4902|
Perfect, M. (1949). How can the mathematics teacher interpret "meaning"? Retrieved from http://purl.flvc.org/fsu/fd/FSU_historic_akp4902