Word: mathes
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Dates: during 1980-1989
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...chapters. But it now limits membership to 228 colleges and universities and will not grant any new chapters without personal visits to assess the quality of faculty, library, and honors programs. Individual chapters have been advised to require candidates to demonstrate knowledge The key itself of foreign languages and math as part of a strong liberal arts background. That has meant that Georgia Tech, because it mainly trains engineers, has never had a chapter. ΦBK guidelines also indicate that new members rank in the top tenth of their class, a standard that made Bryn Mawr refuse a chapter...
...teacher takes on the math Establishment...
...unlikely mathematical messiah. He still resembles what he once was: a professional soldier. A graduate of West Point, he is a World War II veteran, a decorated Korean War combat pilot and a former engineering instructor at the U.S. Air Force Academy. After retiring in 1970, Saxon began teaching math and algebra at Oscar Rose Junior College in Midwest City, a suburb of Oklahoma City...
Saxon became convinced that most introductory algebra texts used in high schools are unclear and confusing, often hindering students from learning the rudiments. He attributed the frightening decline in mathematics test scores across the country to abstruse textbooks written in the name of the New Math by "arrogantly inept" mathematicians who do not teach beginners. Like many other classroom algebra teachers, he found that such textbooks emphasize mathematical theory at the expense of practice and are usually written in baffling jargon. Emphasis is placed on rapid exposure to many "topics," or procedures. Before students can master one topic, explains Saxon...
...exchange the order of the numbers in an addition problem without changing the answer to the problem." According to Gerry Murphy, head of the math department at Hackley School in Tarrytown, N.Y., Saxon also tries to confront two fundamental weaknesses that afflict most Algebra I texts: the lack of a sense of continuity and connection among topics, and student failure to remember the material already covered. Saxon presents the material in small linked units, without the traditional division into chapters. Saxon treats the problem of retention by the obvious and old-fashioned device of a large number of daily cumulative...