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Title: Teaching High School Mathematics; First Course; Adding Real Numbers, Teaching High School Mathematics; First Course; Adding Real Numbers
Identifier: e_mb_0003
Creator: University of Illinois Committee on School Mathematics (producer)
Contributor: Beberman, Max (instructor), Anderson, Mark (narrator), Hendrix, Gertrude (content director), Orvedahl, Jesse (asst. content director), Sims, Byrl (film director)
Dates: circa 1964-1965
Resource: Max Beberman film collection
Description: Max Beberman teaches schoolchildren the 4th lesson of a 166-lesson course. He covers the addition of real numbers and the rules associated with the interactions between positive and negative numbers and zero. Beberman also discusses with the students from the Mathematics Institute the proper methods to teach their pupils to solve problems using mathematical operations. Black and white picture with sound. Eastman Kodak edge code reads "triangle square," which correlates to 1964. From the original reel, optical audio track loses synchronization with picture from 19:18 to 24:35.

Title: Teaching High School Mathematics; First Course; Inverses of Operations, Teaching High School Mathematics; First Course; Inverses of Operations
Identifier: e_mb_0011
Creator: University of Illinois Committee on School Mathematics (producer)
Contributor: Beberman, Max (instructor), Anderson, Mark (narrator), Hendrix, Gertrude (content director), Orvedahl, Jesse (asst. content director), Sims, Byrl (film director)
Dates: circa 1965-1966
Resource: Max Beberman film collection
Description: Max Beberman addresses several questions concerning inverse operations: Does the binary operation of addition have an inverse? Is there any quick way of looking at a list of pairs for one operation that will tell you if the operation has an inverse? Inverse operations allow children to quickly find pairs in a new operation by altering the pairs that are already listed for a different operation. Black and white picture with sound. Eastman Kodak edge code reads "square triangle," which correlates to 1965.

Title: Teaching High School Mathematics; First Course; Isomorphism: Developing the Concept Part 1, Teaching High School Mathematics; First Course; Isomorphism: Developing the Concept Part 1
Identifier: e_mb_0005
Creator: University of Illinois Committee on School Mathematics (producer)
Contributor: Beberman, Max (instructor), Anderson, Mark (narrator), Hendrix, Gertrude (content director), Orvedahl, Jesse (asst. content director), Sims, Byrl (film director)
Dates: circa 1964-1965
Resource: Max Beberman film collection
Description: Mathematician Max Beberman instructs students from the Mathematics Institute how to teach the concept of isomorphism to their pupils. He shows that when students are first introduced to real numbers they find that the numbers of arithmetic are sometimes inadequate for situations that require knowing both magnitude and direction. Beberman addresses these questions: Are the nonnegative real numbers different from the numbers of arithmetic? Why can we sometimes find the answer to one problem by solving another one instead? This is part one of a two-part lesson. Black and white picture with sound. Eastman Kodak edge code reads "triangle square," which correlates to 1964.

Title: Teaching High School Mathematics; First Course; Isomorphism: Developing the Concept Part 2, Teaching High School Mathematics; First Course; Isomorphism: Developing the Concept Part 2
Identifier: e_mb_0006
Creator: University of Illinois Committee on School Mathematics (producer)
Contributor: Beberman, Max (instructor), Anderson, Mark (narrator), Hendrix, Gertrude (content director), Orvedahl, Jesse (asst. content director), Sims, Byrl (film director)
Dates: circa 1964-1965
Resource: Max Beberman film collection
Description: In this film, mathematician Max Beberman continues to teach students from the Mathematics Institute how to teach the concept of isomorphism to their pupils. He shows that when students are first introduced to real numbers they discover that the numbers of arithmetic may be inadequate for situations that require knowing both magnitude and direction. Beberman addresses these questions: How can a teacher emphasize that the operation used with the first set may be different from the one used with the second set? In what respect do the nonnegative reals act more like the numbers of arithmetic than do the nonpositive reals? This is part two of a two-part lesson. Black and white picture with sound. Eastman Kodak edge code reads "triangle square," which correlates to 1964.

Title: Teaching High School Mathematics; First Course; Operation Machines, Teaching High School Mathematics; First Course; Operation Machines
Identifier: e_mb_0010
Creator: University of Illinois Committee on School Mathematics (producer)
Contributor: Beberman, Max (instructor), Anderson, Mark (narrator), Hendrix, Gertrude (content director), Orvedahl, Jesse (asst. content director), Sims, Byrl (film director)
Dates: circa 1965-1966
Resource: Max Beberman film collection
Description: Mathematician Max Beberman shows a Mathematics Institute class how to teach students singulary operations by introducing them to a make-believe machine that transforms numbers just as mathematical operations do. This idea easily eases children into solving equations. Black and white picture with sound. Eastman Kodak edge code reads "square triangle," which correlates to 1965.

Title: Teaching High School Mathematics; First Course; Operations: Binary, Singulary, Teaching High School Mathematics; First Course; Operations: Binary, Singulary
Identifier: e_mb_0009
Creator: University of Illinois Committee on School Mathematics (producer)
Contributor: Beberman, Max (instructor), Anderson, Mark (narrator), Hendrix, Gertrude (content director), Orvedahl, Jesse (asst. content director), Sims, Byrl (film director)
Dates: circa 1965-1966
Resource: Max Beberman film collection
Description: Max Beberman teaches schoolchildren and students from the Mathematics Institute. The lesson first discusses how children understand the concepts of binary and singulary operations. Beberman uses clips from a 166-lesson course as examples of problems children associate with the differences and similarities between various mathematical operations. Black and white picture with sound. Eastman Kodak edge code reads "square circle," which correlates to 1965.

Title: Teaching High School Mathematics; First Course; Punctuation and Conventions in Mathematics Part 1: Punctuation, Teaching High School Mathematics; First Course; Punctuation and Conventions in Mathematics Part 1: Punctuation
Identifier: e_mb_0007
Creator: University of Illinois Committee on School Mathematics (producer)
Contributor: Beberman, Max (instructor), Anderson, Mark (narrator), Hendrix, Gertrude (content director), Orvedahl, Jesse (asst. content director), Sims, Byrl (film director)
Dates: circa 1965-1966
Resource: Max Beberman film collection
Description: Mathematician Max Beberman explores various mathematical expressions that have become ambiguous from inadequate mathematical punctuation. He introduces the idea of rules for order of operations in order to remove punctuation without introducing ambiguity. These conventions are discussed further in the next film within this series: Punctuation and Conventions in Mathematics Part II: Conventions [e_mb_0008]. Black and white picture with sound. Eastman Kodak edge code reads "square circle," which correlates to 1964.

Title: Teaching High School Mathematics; First Course; Real Numbers: Developing the Concept, Teaching High School Mathematics; First Course; Real Numbers: Developing the Concept
Identifier: e_mb_0002
Creator: University of Illinois Committee on School Mathematics (producer)
Contributor: Beberman, Max (instructor), Anderson, Mark (narrator), Hendrix, Gertrude (content director), Orvedahl, Jesse (asst. content director), Sims, Byrl (film director)
Dates: circa 1965-1966
Resource: Max Beberman film collection
Description: In this film, Max Beberman focuses on real numbers. He discusses the concept with a class of schoolchildren, first explaining the differences between basic numbers of arithmetic and real numbers, and then tying the idea of positive and negative directionality to real numbers and to zero. Beberman also addresses the topic with students from the Mathematics Institute. Black and white picture with sound. Eastman Kodak edge code reads "square circle," which correlates to 1965.

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