THE DEPARTMENT OF MATHEMATICS
DEPARTMENT OF MATHEMATICS
1960s
INTRODUCTION
Into the 1960s Modern Mathematics as a system of thinking and understanding the structure of mathematics replaced the memorization of facts. The School Mathematics Study Group (SMSG) and “new math” were introduced at this time. New Math was a national initiative to have students “understand the mathematics being learned, structure, reasoning and problem solving,” according to SMSG. Research dispelled the myth that math ability is a masculine trait. Programmed instructional materials and the metric system were given more emphasis.
The MPLS Department of Mathematics teaching faculty during this decade included Richard Anderson, William Bader, Joseph Hohlfeld, George Immerzeel, Della McMahon, Ross Nielsen, Lynn Schwandt, John Tarr, and Donald Wiederanders.
TEACHING
The following courses of study were detailed by the faculty teaching during the 60s. As is abundantly clear, the course descriptions were also designed to guide—and prepare—students and parents with descriptors of Math 7, Math 8, Algebra, Math I, Geometry, Math II, Functions, Statistics, and Matrix Algebra. This information determined student placement in Junior High and Secondary High School mathematics courses. College and University requirements were used as a basis for course recommendations. In 1962 the State University of Iowa (SUI) in Iowa City announced it would discontinue the Mathematics Basic Skills course as an entrance requirement and the first mathematics course required would be Intermediate Algebra. Thus, SUI made two prerequisites: the successful completion of a year of high school algebra and a year of high school geometry, or the equivalent.
Math 7
Math 7 is a required course for all seventh graders. The course consists of units which build on the pupils’ background in mathematical sets and sentences; extend pupils’ concepts related to non-metric geometry; and broaden their understanding of the decimal numeration system through the study of base 5, base 2, and base 12 numeration systems. Substantial units on ratios and fractions extend problem-solving skills and focus on computational proficiency. Seventh grade students have their first exposure to the study of a number system and properties when the natural number system is investigated.
The seventh-grade study of mathematics is concluded by a unit in metric geometry, including: direct and indirect measurement of line segments, measures of special curves, and the measurement of areas and volumes. When time allows, a unit in Introductory Intuitive Statistics is included. Students should anticipate spending approximately 30 minutes each day in outside class preparation.”
Math 8
“The eighth-grade mathematics course is required of all eighth-grade students at Price Laboratory School. The major units in the seventh grade program are extended in depth and breadth. In metric geometry students are introduced to many new ideas including the Pythagorean theorem. The metric geometry study is complemented by field problems at the eighth-grade camp. Students’ introduction to number systems is expanded by a study of the rational numbers. In-depth study of ratios with special emphasis on applications of ratios to problem solving is a substantial unit in the eighth grade. Sets of number pairs and their relation to graphic representations in the coordinate plane is taught as an introduction to the algebra course which follows in the ninth grade.
Work is done in problem solving, primarily as a pre-algebra study. Units in geometry and simple statistics conclude the Math 8 course. This course is extremely important to all students as it determines the advisability or inadvisability of taking algebra as a ninth grader. All students should anticipate spending 30 to 45 minutes out-of-class preparation each day.
Algebra
PUBLICATIONS
Upon being hired as a member of the Department of Teaching, faculty were evaluated not only by their teaching, but also by their productivity in research and publications.
One faculty member was honored to serve as a reviewer for a professional magazine. And an excellent example of meeting of research was the combining of problem solving with computer programming. This led to a major focus for significant publications of the 60s.
Arithmetic Teacher Reviewer
John Tarr
1962
The National Council of Teachers of Mathematics (NCTM) was the publisher of the Arithmetic Teacher, a professional journal designed for teachers of elementary mathematics.
John Tarr was invited to read all submitted articles for possible publishing, then evaluate and make recommendations to the NCTM publishing board. Serving as a referee for this prestigious educational publication was an honor, a recognition of the Lab School’s reputation, and another way Tarr and his Lab School Math Department colleagues to be current on all research being conducted in our country.
The Ultimate Problem Solving Exercise: UNIKIT
SERVICE
Not only did the faculty of the PLS Math Department provide activities and events for their colleagues and professional cohorts, but they also served as experts in new methodology and educated parents about the philosophy and the new trends in learning mathematics. Successful conferences and using technology with parents and teachers were critical for ensuring a positive change environment for learning.
Junior High Teachers
In February 1963, a jointly sponsored mathematics conference was held for Junior High Math Teachers entitled “Junior High School Mathematics in Transition.” The three major speakers were Dr. Harold Trimble of the State College of Iowa;Dr. Henry Van Engen, University of Wisconsin; and Dr. H. Vernon Price of the State University of Iowa. The speakers from Iowa City and Madison, Wisconsin addressed the audience through a telephone-amplifier system. Dr. Ross Nielsen, PLS Director, served as moderator during a Question-and-Answer period.
Faculty members from the PLS Mathematics Department conducted special sessions on geometry, graphing, problem solving and ratios. Additional sessions addressed the correlation of mathematics and science in the junior high curriculum.
Secondary Teachers
The 1960s was a time of creativity while introducing learners to new content. It was critical for adults, whether parents or teachers, to keep up with the new methodology and the expansion of content materials. This was a time of expanding beyond the classroom to be sure the education community was communicating with citizens, especially building positive role models with parents at home.
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