Word: math
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Dates: during 1960-1969
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Many students use Wonderful Wednesday to take up intellectual pursuits that have no direct connection with classwork. Math Major Beth Nash says the off day has given her a chance to go to "concerts, movies, and do lots of things" she never had time for before. Brenda Conner, a biology student, spends most of her day working on a pet project-a study of the distribution of histones (basic proteins) in chromosomes. One group of students organized a classic-films discussion group. Others spend the day tutoring children in Vine City, an Atlanta Negro slum...
...most striking dynamic effects without the least exaggeration or grotesquerie. He elicited a performance that was clear and enunciatorily precise even in the most complex fugal passages. He was also sensitive enough to maintain a continuous musical line and forward motion in spite of his deliberately slow pacing. Former math major or no, Adams is quite a musician. His Lacrymosa, even if most of the section is not Mozart's, was beatific...
Johnny doesn't add very well. According to results of a major survey of math instruction in twelve nations* released last week, the U.S. is startlingly remiss in teaching its children how to add, subtract or solve calculus problems. Despite U.S. prestige as the world's leading technological power, American 13-year-olds ranked a low eleventh in their understanding of math-outscoring only children from Sweden, and lagging well behind those from Japan...
...math study, conducted by the International Project for the Evaluation of Educational Achievement with the help of UNESCO, was easily the most massive comparative study of schools ever undertaken. The researchers, who included a five-man U.S. team headed by Education Professor Benjamin Bloom of the University of Chicago, carefully framed questions so that they would not favor the students of any one nation. The tests were given to 132,775 students in 5,348 schools during...
Accurate Rating. The researchers did not offer any conclusive explanation why some nations performed better than others. But one clue seems to be that students who showed greater interest performed better. U.S. students indicated a more negative attitude toward math than most others: the Japanese were the most positive. "Americans," contends M.I.T.'s curriculum reformer, Dr. Jerrold Zacharias, "have matho-phobia." They are "scared to death" of math, he says, because most teachers are afraid of it themselves and fail "to make it exciting...