Book Review

Abstract

Although this study is based upon the grade levels seven through twelve and the data represents the three states of Maryland, New Jersey, and Virginia, there is a good deal of information that will be of interest to teachers at all levels. Inasmuch as there is a good deal of ferment in the area of mathematics, it is interesting to note that onefifth of the teachers received their training before 1950 and that 39% of the teachers had not taken as much mathematics as a course in calculus. On the average the mathematics teachers have 23 semester hours in mathematics and 31 semester hours in education. What conclusion might one draw: “Training in mathematics is less important than training in education,” or “It is easier to learn mathematics after graduation and on the job than it is to learn the principles of educational theory and practice,” or “Might it be a little easier to obtain credits in education than in mathematics?”