Dissertations and Theses @ UNI
Availability
Open Access Thesis
Keywords
Linear programming; Linear programming; Mathematics--Study and teaching (Secondary);
Abstract
"Modern mathematics," a term associated with experimental and revised programs for the teaching of mathematics, should be interpreted only in part as meaning new subject matter. It is true that modern mathematics is associated with such subject matter as the theory of sets and the revision of the definitions of 'relation' and 'function.' But it also connotes a new spirit, a new method of approach, and a new organization of material and problems. Also it may retain much of the traditional subject matter. Of course the order of presentation may be changed and traditional subject matter bounds may be disregarded in an attempt to present an integrated study aimed at better understanding. As yet there is little or no empirical evidence to indicate whether recent developments in mathematics such as linear programming will provide a possible basis for developing materials of instruction useful in a modern mathematics program. In the present study a unit in linear programming was constructed and taught to two classes in ninth grade algebra. One of these was closely observed by this investigator. It included fourteen ninth-grade students, nine tenth-grade students and one eleventh-grade student. Although the group included several superior students, the group as a whole would be classed as not college-capable. The second class, not closely observed, was a more academically oriented group.
Year of Submission
1959
Degree Name
Master of Arts in Education
Department
Department of Mathematics
First Advisor
H. C. Trimble
Second Advisor
Ross A. Nielsen
Third Advisor
Irvin H. Brune
Date Original
1959
Object Description
1 PDF file (85 leaves)
Copyright
©1959 Vernon Earl Cotter
Language
en
File Format
application/pdf
Recommended Citation
Cotter, Vernon Earl, "Linear Programming in High School Mathematics" (1959). Dissertations and Theses @ UNI. 2404.
https://scholarworks.uni.edu/etd/2404
Comments
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