Gendered motivational processes affecting high school mathematics participation, educational aspirations, and career plans: A comparison of samples from Australia, Canada, and the United States.

2012 ◽  
Vol 48 (6) ◽  
pp. 1594-1611 ◽  
Author(s):  
Helen M. G. Watt ◽  
Jennifer D. Shapka ◽  
Zoe A. Morris ◽  
Amanda M. Durik ◽  
Daniel P. Keating ◽  
...  
Keyword(s):  
United States ◽  
High School ◽  
Educational Aspirations ◽  
The United States ◽  
School Mathematics ◽  
High School Mathematics ◽  
Career Plans

Connecting Research to Teaching: Block Scheduling and High School Mathematics Instruction

1996 ◽  
Vol 89 (9) ◽  
pp. 758-768
Author(s):  
Steven L. Kramer
Keyword(s):  
United States ◽  
High School ◽  
British Columbia ◽  
High Schools ◽  
Block Scheduling ◽  
Mathematics Instruction ◽  
The United States ◽  
School Mathematics ◽  
High School Mathematics ◽  
Block Schedules

Block scheduling is not a new phenomenon. It has been widely used in British Columbia, Ontario, and Alberta since the 1970s. In the United States, block schedules have become increasingly popular throughout the 1990s, and currently they are spreading to high schools in many regions.

High School Mathematics Teachers in the United States

1931 ◽  
Vol 24 (7) ◽  
pp. 409-413
Author(s):  
Earl W. Anderson ◽  
R. H. Eliassen
Keyword(s):  
United States ◽  
High School ◽  
High Schools ◽  
Mathematics Teachers ◽  
Prospective Teachers ◽  
The United States ◽  
School Mathematics ◽  
High School Mathematics ◽  
Specific Subject ◽  
Teaching Of Mathematics

Prospective Teachers and their advisers are often searching for information regarding the extent to which a specific subject is taught in high schools, the degree to which it is combined with other subjects, and what those other subjects are. It was the purpose or this study to bring together such reported findings relative to the teaching of mathematics.

Factors associated with high school mathematics performance in the United States

2003 ◽  
Vol 29 (2) ◽  
pp. 91-108 ◽  
Author(s):  
Margaret Patterson ◽  
Emmett Perry ◽  
Carole Decker ◽  
Ruth Eckert ◽  
Susan Klaus ◽  
...  
Keyword(s):  
United States ◽  
High School ◽  
The United States ◽  
Mathematics Performance ◽  
School Mathematics ◽  
High School Mathematics ◽  
Factors Associated

Mathematics in the Junior High School: Junior high school mathematics and the manpower shortage

1956 ◽  
Vol 49 (8) ◽  
pp. 611-616
Author(s):  
Clyde E. Parrish
Keyword(s):  
United States ◽  
High School ◽  
Junior High School ◽  
Junior High ◽  
The United States ◽  
School Mathematics ◽  
High School Mathematics ◽  
American Society ◽  
Technical Manpower ◽  
Manpower Shortage

At the present time in the United States a shortage of scientific, professional, and technical manpower exists. The problem of alleviating this shortage belongs to American society in general, and in particular it belongs to the educational agencies of our society.

scholarly journals Understanding Teachers’ Perceptions and Strategies Implemented in High School Mathematics Classes Using ALEKS

2021 ◽  
Author(s):  
Tristan Kumor
Keyword(s):  
High School ◽  
High School Students ◽  
Technology Acceptance ◽  
Adaptive Learning ◽  
The United States ◽  
Ease Of Use ◽  
School Mathematics ◽  
Assessment Tools ◽  
High School Mathematics ◽  
Knowledge Spaces

The Assessment and Learning in Knowledge Spaces (ALEKS) is an adaptive learning tool used by hundreds of thousands of high school students in the United States. This study was designed to understand how teachers in high school mathematics classrooms used the ALEKS system for instruction and to examine what their perceptions were of its ease of use and usefulness. A basic qualitative study was conducted where five Chicagoland high school mathematics teachers were interviewed three times over the course of one academic school year. This study asked teachers to share first hand experiences and perceptions of using ALEKS. The Technology Acceptance Model (TAM) served as the theoretical framework for examining these experiences and perceptions. The results of this study indicate a variety of teaching strategies that teachers used with ALEKS as well as many common themes. Teachers used the ALEKS tool for assessing student understanding through its quizzes and assignments, used the data analysis tools with the program to analyze student progress, and made use of ALEKS to allow students to practice and receive feedback on mathematical concepts. The findings of this study indicate that teachers found ALEKS to be easy to use and useful in their teaching. Specifically, teachers cited the assessment tools, built-in feedback, ability to personalize learning, and the accessibility of learning tools for students as useful in their teaching.

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