A Suggested Mathematics Curriculum for Preparation of Teachers of Modern Secondary School Mathematics in Utah

Abstract

New math has drastically changed secondary mathematics and the demands on the secondary mathematics teacher. The changes and effects of changes were studied with emphasis on suggested programs in teacher preparation. Questionnaires were given to one hundred four secondary mathematics teachers in Utah. Fifty-eight were returned, of which fifty were usable. The questionnaire contained twenty-six mathematics courses offered to mathematics education majors in Utah universities. The teachers indicated which courses were valuable to them in teaching secondary school mathematics. Rank order correlation coefficients were calculated among subgroups of the questionnaire to determine internal consistency. All coefficients were above the 1 per cent significance level. The first fifteen courses listed in rank order according to the percentage of teachers who felt each course was valuable are: college algebra, trigonometry, analytic geometry, differential calculus, modern algebra, methods for secondary mathematics teachers, mathematics for secondary school teachers, foundations of mathematics, integral calculus, number theory, history of mathematics, foundations of geometry, solid geometry, logic, and foundations of algebra. On the basis of the courses generally recommended for prospective modern mathematics teachers by nationally interested groups and the results of the evaluations of courses by Utah mathematics teachers, the following program in mathematics was proposed for prospective mathematics teachers in Utah. Mathematics education majors should take: College Algebra (or equivalent) Trigonometry (or equivalent) Analytic Geometry Differential Calculus Abstract Algebra (at least one course ) College Geometry (at least one course other than Analytic Geometry) Mathematics for Secondary School Teachers Methods course (may be taken under the Department of Education) After completing this basic program, teachers intending to teach grades seven, eight, or nine should choose three or more courses from the following: Foundations of Mathematics Additional courses in Abstract Algebra Additional courses in College Geometry (other than Analytic Geometry) Number Theory Logic History of Mathematics Probability and Statistics A teacher intending to teach grades ten, eleven, or twelve should complete integral calculus and choose three or more courses from the following: Foundations of Mathematics Additional courses in Abstract Algebra Additional courses in College Geometry (other than Analytic Geometry) Number Theory Logic History of Mathematics Probability and Statistics Additional Calculus course