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Page 26 text:
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The secondary school mathematics curriculum consists of those units of instructions and activities designed to contribute to the common and specialized mathematics needs of secondary school students. The curriculum places the proper amount of stress on developing (1) understanding, accuracy and facility in the fundamental pro¬ cesses of computation, (2) ability to use the problem solving method in all situations and (3) an understanding of the nature and structure of mathematics so that students can apply it to entirely new areas. The curriculum in eludes concepts and processes of modern mathematics upon which technical and scientific progress depends. Pro visions are made for students to develop skill and ability in the mathematics areas of postulation, reasoning (as used in both Algebra and Geometry), graphing representations of statistical data and mathematical expressions, inferential statistics, and scientific thinking. Mr. Major Wells, B.S. Mathematics Mr. Edward Shipman, B.S., M.S. Industrial Cooperative Training 22
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Page 25 text:
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Mrs. Clarice Crudup, B.S. Business Education o n In the Business Education curriculum the student is trained to conduct himself as he would in an office. The Teacher is the Office Manager and helps the stu¬ dent work toward office standards of performance and personal behavior. ARLINGTON j ack$on- T SWINGS uOAH 21
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Page 27 text:
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i MSS r» Recent theories and new knowledge should have priority in science teaching . . . science as a field of study is characterized by a moving frontier and an ever increasing amount of knowledge . . . Knowledge has a certain dynamic quality, and it is quite likely to shift in meaning and status with time . . . Young people need to un¬ derstand the dependence of our society upon scientific and technological achievement. cS ci e nee Mr. Eugene Skinner, B.S. Science Mrs. Carrie James, B.S. (at right, discussing with class various rock formations). Miss Virginia Major, B.S. Science
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