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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

Peer reviewed

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

Peer reviewed

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

Peer reviewed

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

Peer reviewed

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

Peer reviewed

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

Peer reviewed

Usiskin, Zalman – Mathematics Teacher, 1974

Descriptors: Comparative Education, Curriculum, Educational History, Geometry

Peer reviewed

Usiskin, Zalman – Mathematics Teacher, 1975

Descriptors: Algebra, Instruction, Mathematical Applications, Number Concepts

Peer reviewed

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

Peer reviewed

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

Peer reviewed

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