“Highly Qualified” to Do What? The Relationship Between NCLB Teacher Quality Mandates and the Use of Reform-Oriented Instruction in Middle School Mathematics

2005 ◽  
Vol 27 (1) ◽  
pp. 75-109 ◽  
Author(s):  
Thomas M. Smith ◽  
Laura M. Desimone ◽  
Koji Ueno
Keyword(s):  
Middle School ◽  
Teacher Quality ◽  
Middle School Mathematics ◽  
School Mathematics ◽  
Highly Qualified ◽  
Quality Mandates ◽  
The Relationship

Concentration: Connecting Fractions, Decimals, & Percents

2000 ◽  
Vol 5 (5) ◽  
pp. 324-328
Author(s):  
Elizabeth S. Sweeney ◽  
Robert J. Quinn
Keyword(s):  
Middle School ◽  
Middle Grades ◽  
Middle School Mathematics ◽  
School Mathematics ◽  
Innovative Method ◽  
The Relationship ◽  
The Way

Fractions, Decimals, and Percents are often included in discussions about middle school mathematics. Unfortunately, these discussions also include groans of dissatisfaction, stemming from the lack of success that teachers often have in teaching these concepts. Many students fail to see the relationship among fractions, decimals, and percents. As one student put it, a decimal is “a thing that makes numbers even more confusing,” whereas another characterized a percent as “the way teachers give you points.” The fact that these topics are typically taught in isolation is the main source of dissatisfaction. Often, the only connection mentioned by textbooks is a cursory discussion of conversions. This article describes one innovative method that can help middle-grades students become more flexible in their ability to represent fractions, decimals, and percents, an outcome recommended by the NCTM's Standards.

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