Date of Award
Master of Science
The first and foremost obligation of the teacher of mathematics - or, of that matter, any teacher - is to teach effectively. Teaching mathematics in the secondary schools is a task, which if seriously undertaken, will challenge the best efforts of the best teachers. It requires more than a thorough knowledge of the subject matter to be taught, even, though that, of course, is a must. It requires more, even, than a broad perspective of the field of mathematics in any valid scheme of general education. It demands skill in the techniques of teaching each particular topic or aspect of the subject, in developing generalized concepts, in coordinating generalizations with applications, in discriminating between essential and unimportant matters within the subject, in knowing where to place emphasis and where to anticipate difficulties, in detecting difficulties when they do occur, in sensing their precise nature, and in knowing how to help the students avoid or overcome them.
The resource unit, if properly developed, can serve as a most effective technique of "getting over to the student" the difficult phases of the subject matter. This fact serves as the main purpose in the writing of this thesis. Furthering the purpose, the writer selected several of the topics in secondary mathematics that have proven through experience to be the most difficult to motivate, thereby causing greater difficulty in teaching.
Lloyd K. Williams
A. W. Randall
Prairie View A&M College
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Date of Digitization
John B Coleman Library
City of Publication
Abernathy-McKnight, M. (1953). Resource Units for High School Mathematics. Retrieved from https://digitalcommons.pvamu.edu/pvamu-theses/617