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AN ANALYSIS OF USING AN INDIVIDUAL PROGRESS APPROACH TO THE TEACHING OF TRIGONOMETRY IN THE OMAHA, NEBRASKA, PUBLIC HIGH SCHOOLS
Abstract
Introduction. Many articles on individual differences and individualization of instruction are currently being written. Some of the articles might lead one to believe that these were new educational problems. Of course they are not. It has been stated that nearly every prominent educator from Plato to the present has commented on the implications of human variability for instruction. on.1 In America, we are prone to forget that American schools began with children of different ages meeting in one room with one instructor and progressing through the few instructional materials available at their own rates. Even in the one-room school, the instructional implications of individual differences were recognized.
Subject Area
Curriculum development
Recommended Citation
PENNER, HERBERT DWAYNE, "AN ANALYSIS OF USING AN INDIVIDUAL PROGRESS APPROACH TO THE TEACHING OF TRIGONOMETRY IN THE OMAHA, NEBRASKA, PUBLIC HIGH SCHOOLS" (1972). ETD collection for University of Nebraska-Lincoln. AAI7227419.
https://digitalcommons.unl.edu/dissertations/AAI7227419