Abstract
This study was undertaken to determine the agreement, or lack of agreement! among the mathematics curricula taught in the secondary schools, the mathematics preparation required by selected institutions of higher learning for its students aspiring to become secondary school mathematics teachers, and the programs proposed for the preparation of secondary school mathematics teachers. As a basis for comparison all mathematics courses considered were grouped under one of six headings: algebra, analysis, geometry, probability and statistics, foundations, and applications. The six fields of mathematics were assigned numbers from one to six for each of the three determiners. The ranking was determined in the following manner. In the case of the secondary schools, the total of all mathematics courses reported to be taught was taken. Then the number of courses in each of the six fields was summed. Percentages of courses in each of the six mathematical fields were obtained, with the total of all courses as the base of each percentage. Regardless of the course name, all mathematics courses reported to be taught were listed under one of 14 titles; the title most frequently used was accepted as the title for the curriculum considered. The rankings assigned to the college curriculum determiner were obtained by dividing the total number of required semester hours of mathematics into the number of required semester hours for each of the six fields of mathematics. ...
Brown, Donald Eugene (1971). A comparison of certification and degree requirements with secondary school mathematics curriculum. Texas A&M University. Texas A&M University. Libraries. Available electronically from
https : / /hdl .handle .net /1969 .1 /DISSERTATIONS -213461.