Enriched Teaching of Mathematics in the Junior and Senior High School

1939 ◽  
Vol 13 (8) ◽  
pp. 401
Author(s):  
P. K. Smith ◽  
Maxie Nave Woodring ◽  
Vera Sanford
Keyword(s):  
High School ◽  
Senior High School ◽  
Teaching Of Mathematics

An iconoclastic elementary school mathematics program

1966 ◽  
Vol 13 (6) ◽  
pp. 489-491
Author(s):  
Walter Earl
Keyword(s):  
High School ◽  
Elementary School ◽  
Junior High School ◽  
Logical Structure ◽  
Senior High School ◽  
Ordinary Experience ◽  
Elementary School Mathematics ◽  
Mathematical Intuition ◽  
Mathematics Program ◽  
Teaching Of Mathematics

There are many different approaches to the teaching of mathematics. They range from the formal, axiomatic type of presentation to the strictly utilitarian emphasis. The first is concerned with the logical structure of mathematics and seeks to transcend any particular relevance to ordinary experience. The second approach concentrates upon the development of a manipulative skill with some important mathematical operations. Most of the teaching at the junior high school and senior high school levels would today probably fall somewhere between these two extremes. In any of these methods, however, the teacher frequently finds that he is giving little attention to the development of mathematical intuition and what might be called a “freedom from the discipline.” It is the purpose of this paper to describe a program that attempts to emphasize and enhance the students' intuitive abilities.

The Taxonomy of Thinking in Reading Questions in “Look Ahead an English Course for Senior High School Level 1, 2, & 3”

2017 ◽  
Vol 6 (2) ◽  
Author(s):  
Beny Septian Panjaitan And Rahmad Husein
Keyword(s):  
High School ◽  
Quantitative Research ◽  
Sampling Technique ◽  
Senior High School ◽  
School Level ◽  
High School Level ◽  
Cognitive Dimension ◽  
Look Ahead ◽  
Table Analysis ◽  
Level 1

This study aimed at analyzing the cognitive dimension based on Revised BloomTaxonomy in reading questions in Look Ahead an English Course for Senior HighSchool Level 1, 2, & 3. This study used quantitative research design. The sampleswere 141 reading questions which taken by using random sampling technique byusing Statistical Program for Social Science (SPSS) version 20.0. in Look Aheadan English Course for Senior High School Level 1, 2, & 3. The data were analyzedby using Table analysis of cognitive dimension of Revised Bloom Taxonomy. Theanalysis showed that the most dominant cognitive dimension of Revised BloomTaxonomy in remembering dimension (57.45%). The second dominant cognitivedimension is understanding dimension (26.24%). The third dominant cognitivedimension is evaluating dimension (10.64%). The fourth dominant cognitivedimension is creating dimension (3.55%). The fifth dominant cognitive dimension isanalyzing dimension (2.13%). There was no cognitive dimension of applyingdimension that applied in reading question of the textbooks.

THE EFFECT OF APPLYING THINK-TALK-WRITE STRATEGY ON STUDENTS’ ACHIEVEMENT IN WRITING DESCRIPTIVE TEXT

2015 ◽  
Vol 4 (1) ◽  
Author(s):  
Indah Pratiwi And Lince Sihombing
Keyword(s):  
High School ◽  
Experimental Research ◽  
Alternative Hypothesis ◽  
Senior High School ◽  
T Test ◽  
Degree Of Freedom ◽  
Control Group ◽  
English Teacher ◽  
Written Test ◽  
Experimental Group

This study is an attempt to discover the effect of applying Think-Talk-Write strategy on students’ achievement in writing descriptive text. The objective of this study were to find out whether applying Think-Talk-Write strategy affect the students’ achievement in writing descriptive text. This study was an experimental research. In conducting the research, the writer used 60 students of Al-Fattah Senior High School Medan as the sample. The 60 students were taken from two classes and they were divided into two groups namely the experimental group who was taught by using Think-Talk-Write strategy and the control group who was taught without Think-Talk-Write strategy. The data of the test were collected by administering written test. The data were analyzed by using t-test formula. The result of the analysis shows that the value of t-observed is higher than the value of t-table (2,3> 2,00 (α = 0.05)) with the degree of freedom (df) = N-2 = 58. It means that there is significant effect of applying Think-Talk-Write strategy on students’ achievement in writing descriptive text. So the alternative hypothesis (Ha) is accepted. The conclusion is that applying Think-Talk-Write strategy can encourage and increase the students’ achievement in writing descriptive text. Therefore, it is suggested that English teacher should try to apply this strategy.

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