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Usiskin, Zalman – Mathematics Teacher, 2012
Singapore students have scored exceedingly well on international tests in mathematics. In response, there has been a desire in the United States--both at the policy level and at the school level--to emulate Singapore. Because what can be identified most easily about Singapore's school mathematics can be gleaned from curriculum documents from the…
Descriptors: Student Attitudes, Foreign Countries, Textbooks, Core Curriculum
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Usiskin, Zalman – Mathematics Teacher, 1974
The possibility of non-transitivity of preference choices is discussed. One example each from voting and from sports demonstrate some conditions where transitivity does not hold. Suggestions are made for using this type of problem in the classroom. (LS)
Descriptors: Instruction, Mathematical Applications, Mathematical Enrichment, Mathematics Education
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Usiskin, Zalman – Mathematics Teacher, 1983
Enrichment activities that teach about geometry as they instruct in geometry are given for some significant topics. The facets of geometry included are tessellations, round robin tournaments, geometric theorems on triangles, and connections between geometry and complex numbers. (MNS)
Descriptors: Academically Gifted, Geometric Concepts, Geometry, Gifted
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Usiskin, Zalman – Mathematics Teacher, 1984
Teaching mathematics in hard ways, rather than using easier methods or technology, is described. Employing the most efficient means possible to solve a problem is the essence of good mathematics, rather than wasting time in practicing obsolete skills. (MNS)
Descriptors: Editorials, Educational Change, Elementary Secondary Education, Learning
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Usiskin, Zalman – Mathematics Teacher, 1978
A case is made against the major argument which implies that the use of a calculator for arithmetic problems that can be done by hand will prevent a student from being able to do arithmetic when the calculator is absent. (MN)
Descriptors: Arithmetic, Basic Skills, Calculators, Computation
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Usiskin, Zalman – Mathematics Teacher, 1987
Argues that first-year algebra should be taught in eighth grade. Outlines an algebra course that could provide average students with a working kowledge of algebra. Proposes that this would require students to have experiences with variables, equations, formulas, and graphs during previous years of study. (TW)
Descriptors: Algebra, Background, Course Content, Foreign Countries
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Usiskin, Zalman – Mathematics Teacher, 1974
Descriptors: Comparative Education, Curriculum, Educational History, Geometry
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Usiskin, Zalman – Mathematics Teacher, 1975
Descriptors: Algebra, Instruction, Mathematical Applications, Number Concepts
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Usiskin, Zalman – Mathematics Teacher, 1980
The author argues against some topics included in the standard high school mathematics curriculum, including traditional algebraic word problems, trinomial factoring, complicated fractional expressions, and some geometric theorems and proofs. (MP)
Descriptors: Algebra, College Preparation, Geometry, Mathematics Curriculum
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Usiskin, Zalman – Mathematics Teacher, 1977
A series of interesting mathematical applications for the greatest integer function are presented. (JT)
Descriptors: Algebra, College Mathematics, Instruction, Integers
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Usiskin, Zalman – Mathematics Teacher, 1975
In this article, a continuation of SE 513 148, the author presents seven additional applications of group theory to high school mathematics. These applications can be used, not only to illustrate the group concept, but also to extend the development of ideas in the high school curriculum. (SD)
Descriptors: Algebra, Geometry, Instruction, Mathematical Applications