What Mathematical Subjects Should be Introduced in the Curriculum of the Secondary School?

Abstract

The discussion of the question before us may be undertaken in two different ways. One may regard the high school curriculum as relatively fixed by traditions and external regulations over which the individual teacher or group of teachers has little or no control. In that case we should merely have to consider the merits of the various existing syllabi. Thus, in algebra we might examine the syllabus prepared by a committee of this association (published in School Science and Mathematics, December, 1909). In geometry we now have the National Geometry Syllabus. Other material of this sort is represented by the syllabi of such examining bodies as the College Entrance Examination Board and the Regents of the State of New York. Many good suggestions may also be found in the reports prepared by the numerous subcommittees of the International Commission.†