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Volume 55 - February 1971

Contents

Page 4 of 17

Research Article

  • Mathematics and Science: Friction or Fusion?

  • D. A. Quadling
  • Published online by Cambridge University Press:
    03 November 2016, pp. 416-418

  • For all that geography, and economics, and sociology,… are becoming more mathematical, the fact remains that in the secondary school the mathematics teacher has far more points of contact with his science colleagues than with any other. Historically and in current practice mathematics and science march together—mathematics offering the language and the generality, science furnishing the motivation and feeding the imagination. Both are concerned with the identification of patterns, and progress by putting them to use.

Classroom Notes

Mathematical Notes

2. Highlights

  • Address on Relativity

  • A. S Eddington
  • Published online by Cambridge University Press:
    03 November 2016, pp. 158-166

  • It is a familiar principle in elementary mechanics that a uniform motion of the whole system under consideration makes no difference to the phenomena, and may be ignored. For example, in calculating the motions of the planets round the sun, we do not need to pay any attention to the fact that the whole solar system is travelling towards the constellation Lyra. It does not seem to us that there is anything surprising or needing explanation in this principle; in fact, when we try to examine the idea of motion through an empty space without fixed landmarks, we are conscious of something illusory in the conception.

Mathematical Notes

Classroom Notes

2. Highlights

Classroom Notes

Mathematical Notes

2. Highlights

3. Helping the Teacher

  • The Dalton Plan and the Teaching of Mathematics

  • F. A. Yeldham
  • Published online by Cambridge University Press:
    03 November 2016, pp. 200-207

  • The Dalton Plan, which has been discussed so much recently, is a change of organisation within school which affects a girl’s whole school life and her general development more than her work in individual subjects. I am obliged in describing it to devote a few minutes to speaking of general school life, and when I turn to the teaching of mathematics there seems so little to say, that could not be said as appropriately of teaching in ordinary circumstances that I do not know if it will justify the consideration of this meeting.

Classroom Notes

Mathematical Notes

Classroom Notes

Page 4 of 17