scholarly journals Learning trajectories related to bivariate data in contemporary high school mathematics textbook series in the United States

2013 ◽  
Author(s):  
Dung Tran
Keyword(s):  
United States ◽  
High School ◽  
The United States ◽  
School Mathematics ◽  
Learning Trajectories ◽  
High School Mathematics ◽  
Mathematics Textbook ◽  
Bivariate Data ◽  
Textbook Series

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

THE CONTEXTUALIZED SITUATIONS CONSTRUCTED FOR THE USE OF STATISTICS BY SCHOOL MATHEMATICS TEXTBOOKS

2019 ◽  
Vol 18 (2) ◽  
pp. 18-38
Author(s):  
TRAVIS WEILAND
Keyword(s):  
Teaching And Learning ◽  
Statistics Education ◽  
The United States ◽  
School Mathematics ◽  
High School Mathematics ◽  
Statistical Literacy ◽  
Mathematics Textbook ◽  
Research Journal ◽  
Textbook Series ◽  
Novel Approach

The consideration of context is crucial in the discipline of statistics. In this paper, I present a Foucauldian discourse analysis (FDA) of two popular high school mathematics textbook series in the United States investigating what contextual situations they construct for the (re)use of statistics. As FDA is a novel approach in statistics education,an extended discussion is provided to help show a rationale for its use and to provide a foundation for others. An important finding is that the contextualized situations presented in both textbook series are predominantly fictional, neutral, and providelimited raw data. The findings have implications for the teaching and learning of statistics in view ofrecent calls for more focus on data and statistical literacy in schools. First published November 2019 at Statistics Eduation Research Journal Archives

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.

PRACTICUM ANALYSIS OF JUNIOR HIGH SCHOOL MATHEMATICS TEACHING BOOK WITH COMIC ILLUSTRATION WITH JAMBI CULTURAL CONTEXT

2021 ◽  
Vol 5 (2) ◽  
pp. 135-148
Author(s):  
Novferma Novferma ◽  
Wardi Syafmen ◽  
Ari Frianto ◽  
Febbry Romun ◽  
Ika Wati
Keyword(s):  
High School ◽  
Junior High School ◽  
Cultural Context ◽  
Junior High ◽  
School Mathematics ◽  
Student Response ◽  
Average Score ◽  
High School Mathematics ◽  
Mathematics Textbook ◽  
Average Percentage

This study aims to describe the practicality of a comic-illustrated junior high school mathematics textbook with the Jambi cultural context that has been developed. The type of research carried out is development research using the ADDIE model which focuses on the practicality of the product. The research subject to see the practicality of this product is seen from the responses of 2 teachers and 12 students. The research instrument consisted of individual test mathematics textbook practicality sheets (Teacher Response Questionnaire), and small group mathematics textbook practicality sheets (student response questionnaire). Suggestions and comments on teacher and student questionnaire responses to junior high school mathematics textbooks were analyzed descriptively, while data were analyzed descriptively quantitatively. The results of this study indicate that the trial is limited to 2 junior high school mathematics textbook teachers with Jambi cultural context comics who meet the practice criteria, with an average score proportion of 77.50%. While the results of the trial were limited to 12 students (student responses perception questionnaire) meeting the very practical criteria with an average percentage of 86.27%. So it can be said that the product in the form of a junior high school mathematics textbook with comics in the context of Jambi culture meets the practical criteria and is feasible to apply.

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.

scholarly journals Muatan penalaran dan pembuktian matematis pada buku teks matematika SMA kelas X Kurikulum 2013

2019 ◽  
Vol 6 (1) ◽  
pp. 1-13
Author(s):  
Tria Utari ◽  
Hartono Hartono
Keyword(s):  
High School ◽  
Mathematical Reasoning ◽  
Research Data ◽  
School Mathematics ◽  
Learning Material ◽  
Opportunities To Learn ◽  
High School Mathematics ◽  
Mathematics Textbook ◽  
10Th Grade ◽  
Reasoning And Proof

Penelitian ini bertujuan untuk mendeskripsikan muatan penalaran dan pembuktian matematis pada buku teks matematika SMA kelas X Kurikulum 2013. Penelitian ini menggunakan pendekatan kualitatif deskriptif jenis analisis isi. Sumber data penelitian adalah buku teks Matematika kelas X Kurikulum 2013 edisi revisi 2016 yang diterbitkan oleh Pusat Kurikulum dan Perbukuan Balitbang Kementerian Pendidikan dan Kebudayaan Republik Indonesia. Teknik pengumpulan data dalam penelitian ini adalah pembacaan dan pencatatan dengan menggunakan instrumen yang telah divalidasi berupa pedoman analisis dokumen. Data penelitian dianalisis menggunakan skema Kripendorff yang meliputi pengumpulan data, penentuan sampel, perekaman/pencatatan, reduksi, penarikan kesimpulan dan narasi. Hasil penelitian menunjukkan bahwa pada bagian materi, siswa memiliki kesempatan yang besar untuk menalar dan membuktikan melalui membaca justifikasi namun memiliki kesempatan yang kecil melalui pengembangan justifikasi. Pada soal evaluasi, siswa belum memiliki kesempatan untuk menalar dan membuktikan melalui pengerjaan soal dengan indikator mengevaluasi argumen. Artinya, buku teks belum sepenuhnya memberikan kesempatan bagi siswa untuk belajar menalar dan membuktikan. AbstractThis study aimed to describe the content of mathematical reasoning and proof in the high school mathematics textbooks 10th grade Curriculum 2013. This research used descriptive qualitative approach type of content analysis. The source of research data was the high school mathematics textbook of 10th grade Curriculum 2013 edition of revision 2016 published by Ministry of Education and Culture of the Republic of Indonesia. Data collection techniques in this study was the reading and recording using instruments that had been validated in the form of document analysis guidelines. Research data was analyzed using Kripendorff scheme which included unitizing, sampling, recording/coding, reducing, inferring and narrating. The results showed that in the learning material section students had big opportunities to learn reasoning and proof through justification reading, but they had small opportunities in justification developing. In evaluation section, students had not opportunities to learn reasoning and proof through argument evaluation problem solving. Therefore, the textbook had not fully provided opportunities for students to learn reasoning and proof.

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