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Bill McGinnis, Sioux Falls junior, joins the ranks of Northern students who prepare for final exams which start tomorrow. The Exponent wishes the best of luck to its readers. Heath, Heintz among students selected for '66 Who's Who THE EXPONENT january 19, 1967 Modern math isn't really new; math must keep up with trends in teaching by Linda Benson Headlines for the life story of Jay Heath, Anchorage, Alaska senior, might easily read r "Migrant child makes good; or how I joined the Navy and came to . . . South Dakota?" I And, as this implies, Jay has spent most of Heath his childhood and a good part of his adult life as a "migrant." Born in New Hampshire, he was educated in North Carolina, Tennessee, Aalabama, and, finally, Anchorage, Alaska, where at the tender age of 17 he decided to leave school and seek romantic adventures in other parts of the world. For two years he traveled as a part of the U. S. Navy and saw a great deal of the world, from here to China. After his years in the service, he ended up in Los Angeles, where he found work at an industrial plant, and where, incidently, he earned more money in a year than he will earn in the next two. Urged by a relative who happened to live in Aberdeen, So. Dak., and by a friend to finish his education, he decided to go to college. So, with his six college credits, his old Volkswagon, and his L. A. friend, he left 80 degree California and journeyed to —8 degree South Dakota. And now, after three years here, he is ready to travel again. Following his graduation this January, he DANIEL'S PHARMACY "The Name You Can Trust" Phone 2259700 14  4th Ave. S. E. Aberdeen, South Dakota will go to the Dominican Republic as a part of the Peace Corps. His assignment is to teach there for the next two years. Plans for postPeace Corps work are graduate school and eventually a teaching career on the college level. At Northern, he is majoring in history and minoring in political science. His special interest is Latin American history, and he hopes to specialize in this area after his years in the Peaace Corps. The work of student artist Michael Heintz, Harrold senior, has earned him a place in the 1966 Who's Who and has been a source of income throughout his college years. Majoring in art and art education, with a minor in Heintz industrial arts, Mike spends most of his hours in the art department, where he is not only a student but but also a laboratory assistant. His experience as a lab assistant will be utilized next year, when he hopes to teach. Eventually, he plans to do postgraduate work in art, and to someday live solely by his art work. In the summer of 1964, Heintz journeyed to Cape Cod, Nantucket Island. While there, he became a member of the artist's association and was able to display his work in galleries there. Summers since then have been spent going to school and experimenting in various art media. At the present time, he is working on a sculpture piece and is experimenting in new plastic paints. On campus, he is vice president of Delta Phi Delta, of which he is an original member. by Pat Kelly Is modem math really all the headaches some students on campus say it is? I wonder if everyone around campus really knows the purposes behind modern math? When interviewed, one student remarked, "It's really different, but once you understand it it's really quite simple. I think my main problem was the fact that I had never had this sort of math before." Another student had this to say, "We always had to memorize every thing in math, such as one plus one equals two and eight times two equals sixteen. Now we try to understand numbers so that we can figure any kind of problems." The term "modern math" will mean different things to different people. Some refer to it as mathematical ideas which were unknown (or not widely accepted) as recently as one hundred years ago. Notable among such ideas are the logical foundations of mathematics, abstract algebra, symbolic logic, and the contemporary theory of probability and statistical inference. More specifically, this new approach will deal with historical developments of systems of numeration, the evolution of the number concept, definitions in mathematics, role of postulates, generalization and abstraction and formalism. I thought it would be interesting to interview some of the math teachers, also. One teacher commented, "Modern math isn't really new; a good teacher has been teaching it for years. It is a reform in content and teaching methods." Why do they call it modern math, then, if it isn't really new? Recently there have been significant changes in both the content of the elementary arithmetic program and the methods of teaching arithmetic. These reforms explain the reason for the word "new." New content has been introduced mainly because changes have occurred in mathematics, and the need for trained mathematicians as a result of the technological advances of the last two deceades has increased. It is very obvious that in the modern world of today we need better prepared mathematicians for the simple reason that the invention of electronic computers and development of fields of nuclear physics and rocketry have developed. Today we need people who can think and comprehend without digging into the back of their brains to remember memorized facts. Modern math forces students to think things through rather than just memorize a certain process. The chief problem of the reformation is due to the fact that past elementary teachers were not well enough prepared to teach these methods. Therefore, along with the reform in content have come improved methods of teaching arithmetic. Methods of teaching consisted chiefly in giving the children rules for computation and much practice, when the primary objective of teaching arithmetic was developed. Now emphasis is placed on thinking, creativity, and discovery. Because many Northern students are going into a teaching career it is important they be prepared to teach the reformed methods of math. The reformation in teaching methods in the field of math emphasizes the understanding of the facts rather than the memorization of these facts. Teachers must plan classroom activties so that pupils can understand the concepts the teacher has selected. The teacher himself must first understand the mathematical concepts he is trying to teach. Only when the teacher has the concepts clearly in mind can he select the methods of instructions to be used. One thing to remember is that modern math is no different from modern history or modern English. These subjects have also revised the contents and methods of teaching. The world is changing so naturally everything must change with it. Therefore, math must be modernized along with history and English. All these reforms in content and teaching methods make up modern math. It simply means that the approach is new. Try to picture modem math as a modernized form of math and a reformation of mathematics. Student Housing Student housing for boys. 1545 S. Grant, 3/4 block to campus. New apartments to be available 2nd semester. Designed for 4, builtin beds, desks, breakfast nook, storage, private entrance and parking lot. Call 2252192. PepsiCola cold beats any cola cold! Drink Pepsi cold—the colder the better. PepsiCola's taste was created for the cold. That special Pepsi taste comes alive in the cold. Drenching, quenching taste that never gives out before your thirst gives in. Pepsi pours it on Taste that beats the others cold_ Pepsi pours it on!
Object Description
Rating  
Title  The Exponent, 19670119 
Subject  Northern State UniversityPeriodicals; Northern State UniversityStudentsNewspapers; College Newspapers; Northern State College  Periodicals 
Description  Periodical, college newspaper 
Publisher  Northern State University 
Date of creation  19670119 
Collection  NSU History Collection 
Type  Text 
Identifier  exp19670119 
Rights  ©Beulah Williams Library Archives and Special Collections 
Date Digital  20140320 
Description
Title  Page 6 
Transcription  Bill McGinnis, Sioux Falls junior, joins the ranks of Northern students who prepare for final exams which start tomorrow. The Exponent wishes the best of luck to its readers. Heath, Heintz among students selected for '66 Who's Who THE EXPONENT january 19, 1967 Modern math isn't really new; math must keep up with trends in teaching by Linda Benson Headlines for the life story of Jay Heath, Anchorage, Alaska senior, might easily read r "Migrant child makes good; or how I joined the Navy and came to . . . South Dakota?" I And, as this implies, Jay has spent most of Heath his childhood and a good part of his adult life as a "migrant." Born in New Hampshire, he was educated in North Carolina, Tennessee, Aalabama, and, finally, Anchorage, Alaska, where at the tender age of 17 he decided to leave school and seek romantic adventures in other parts of the world. For two years he traveled as a part of the U. S. Navy and saw a great deal of the world, from here to China. After his years in the service, he ended up in Los Angeles, where he found work at an industrial plant, and where, incidently, he earned more money in a year than he will earn in the next two. Urged by a relative who happened to live in Aberdeen, So. Dak., and by a friend to finish his education, he decided to go to college. So, with his six college credits, his old Volkswagon, and his L. A. friend, he left 80 degree California and journeyed to —8 degree South Dakota. And now, after three years here, he is ready to travel again. Following his graduation this January, he DANIEL'S PHARMACY "The Name You Can Trust" Phone 2259700 14  4th Ave. S. E. Aberdeen, South Dakota will go to the Dominican Republic as a part of the Peace Corps. His assignment is to teach there for the next two years. Plans for postPeace Corps work are graduate school and eventually a teaching career on the college level. At Northern, he is majoring in history and minoring in political science. His special interest is Latin American history, and he hopes to specialize in this area after his years in the Peaace Corps. The work of student artist Michael Heintz, Harrold senior, has earned him a place in the 1966 Who's Who and has been a source of income throughout his college years. Majoring in art and art education, with a minor in Heintz industrial arts, Mike spends most of his hours in the art department, where he is not only a student but but also a laboratory assistant. His experience as a lab assistant will be utilized next year, when he hopes to teach. Eventually, he plans to do postgraduate work in art, and to someday live solely by his art work. In the summer of 1964, Heintz journeyed to Cape Cod, Nantucket Island. While there, he became a member of the artist's association and was able to display his work in galleries there. Summers since then have been spent going to school and experimenting in various art media. At the present time, he is working on a sculpture piece and is experimenting in new plastic paints. On campus, he is vice president of Delta Phi Delta, of which he is an original member. by Pat Kelly Is modem math really all the headaches some students on campus say it is? I wonder if everyone around campus really knows the purposes behind modern math? When interviewed, one student remarked, "It's really different, but once you understand it it's really quite simple. I think my main problem was the fact that I had never had this sort of math before." Another student had this to say, "We always had to memorize every thing in math, such as one plus one equals two and eight times two equals sixteen. Now we try to understand numbers so that we can figure any kind of problems." The term "modern math" will mean different things to different people. Some refer to it as mathematical ideas which were unknown (or not widely accepted) as recently as one hundred years ago. Notable among such ideas are the logical foundations of mathematics, abstract algebra, symbolic logic, and the contemporary theory of probability and statistical inference. More specifically, this new approach will deal with historical developments of systems of numeration, the evolution of the number concept, definitions in mathematics, role of postulates, generalization and abstraction and formalism. I thought it would be interesting to interview some of the math teachers, also. One teacher commented, "Modern math isn't really new; a good teacher has been teaching it for years. It is a reform in content and teaching methods." Why do they call it modern math, then, if it isn't really new? Recently there have been significant changes in both the content of the elementary arithmetic program and the methods of teaching arithmetic. These reforms explain the reason for the word "new." New content has been introduced mainly because changes have occurred in mathematics, and the need for trained mathematicians as a result of the technological advances of the last two deceades has increased. It is very obvious that in the modern world of today we need better prepared mathematicians for the simple reason that the invention of electronic computers and development of fields of nuclear physics and rocketry have developed. Today we need people who can think and comprehend without digging into the back of their brains to remember memorized facts. Modern math forces students to think things through rather than just memorize a certain process. The chief problem of the reformation is due to the fact that past elementary teachers were not well enough prepared to teach these methods. Therefore, along with the reform in content have come improved methods of teaching arithmetic. Methods of teaching consisted chiefly in giving the children rules for computation and much practice, when the primary objective of teaching arithmetic was developed. Now emphasis is placed on thinking, creativity, and discovery. Because many Northern students are going into a teaching career it is important they be prepared to teach the reformed methods of math. The reformation in teaching methods in the field of math emphasizes the understanding of the facts rather than the memorization of these facts. Teachers must plan classroom activties so that pupils can understand the concepts the teacher has selected. The teacher himself must first understand the mathematical concepts he is trying to teach. Only when the teacher has the concepts clearly in mind can he select the methods of instructions to be used. One thing to remember is that modern math is no different from modern history or modern English. These subjects have also revised the contents and methods of teaching. The world is changing so naturally everything must change with it. Therefore, math must be modernized along with history and English. All these reforms in content and teaching methods make up modern math. It simply means that the approach is new. Try to picture modem math as a modernized form of math and a reformation of mathematics. Student Housing Student housing for boys. 1545 S. Grant, 3/4 block to campus. New apartments to be available 2nd semester. Designed for 4, builtin beds, desks, breakfast nook, storage, private entrance and parking lot. Call 2252192. PepsiCola cold beats any cola cold! Drink Pepsi cold—the colder the better. PepsiCola's taste was created for the cold. That special Pepsi taste comes alive in the cold. Drenching, quenching taste that never gives out before your thirst gives in. Pepsi pours it on Taste that beats the others cold_ Pepsi pours it on! 
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