SOME HELPS AND HINDRANCES IN TEACHING MATHEMATICS IN THE SECONDARY SCHOOL

It was my good fortune in school and college to come in contact with some exceptionally good teachers and some exceptionally poor ones. The contrasts were so great and the inferences so obvious that I began my work as a teacher in the confident belief that students’ failures were due to inefficient...

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Bibliographic Details
Published in:The Mathematics teacher 1920-06, Vol.12 (4), p.139-153
Main Author: Lynde, L. E.
Format: Article
Language:English
Subjects:
Algebra
Equation roots
Fractions
Geometry
Mathematical expressions
Mathematical theorems
Mathematics education
Mathematics teachers
Trigonometry
Online Access:Get full text
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Summary:It was my good fortune in school and college to come in contact with some exceptionally good teachers and some exceptionally poor ones. The contrasts were so great and the inferences so obvious that I began my work as a teacher in the confident belief that students’ failures were due to inefficient teaching. It is needless to add that a decent self-respect accompanied with a little experience soon compelled me to modify my theory and to place far more responsibility on the student than he deserved. I suppose this is the experience of every teacher. With the enthusiasm of youth we tackle our job, confident that we can do it; and when we fail, we distribute the responsibility among ourselves, our pupils, and our subjects. And the responsibility ought to be so distributed, for each has its hare.
ISSN:0025-5769
2330-0582
DOI:10.5951/MT.12.4.0139