Teaching mathematics to middle school students with learning difficulties

2007 ◽  
Vol 44 (07) ◽  
pp. 44-3988-44-3988
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Learning Difficulties ◽  
Teaching Mathematics ◽  
School Students

scholarly journals Relationship between executive functions and academic performance among Moroccan middle school students

2020 ◽  
Vol 14 (2) ◽  
pp. 194-199
Author(s):  
Mounir Bouzaboul ◽  
Abdeslam Amri ◽  
Zakaria Abidli ◽  
Hassan Saidi ◽  
Noureddine Faiz ◽  
...  
Keyword(s):  
Middle School ◽  
Academic Performance ◽  
Academic Success ◽  
Middle School Students ◽  
Executive Functions ◽  
Learning Difficulties ◽  
Academic Learning ◽  
Control Group ◽  
School Students ◽  
Middle Atlas

ABSTRACT. Executive functions (EF) play a central role in the development of social and cognitive skills and academic learning. Objective: For this reason, this study aims to determine the relationship between executive functions and academic performance among middle school students in the Middle Atlas of Morocco. Methods: This study focuses on 137 middle school students studying at four colleges located in the Middle Atlas of Morocco. The sample studied was divided into two groups: the first consisting of students with learning difficulties; and the second considered a control. To assess EF, three tests were administered to learners in both groups (Tracking Test, Stroop Test and Number Span Test). Results: In the sample, average age of the learners was 14.5±1.3 years and sex ratio was balanced. The students with learning difficulties had lower performance on tests measuring cognitive flexibility, inhibitory processes and working memory compared to the control group. Conclusion: From these results, it can be concluded that students with learning disabilities performed poorly on the three basic components of executive functions. Therefore, thorough neuropsychological diagnosis would be desirable to identify learners who may have cognitive or behavioural disorders and allow adequate intervention to improve their executive functions and subsequently their academic success.

Implementing the “Professional Standards for Teaching Mathematics”: Teaching Middle School Students with Diverse Cultural Backgrounds

1994 ◽  
Vol 87 (2) ◽  
pp. 122-126
Author(s):  
Walter Callahan ◽  
Margaret A. Farrell
Keyword(s):  
Middle School ◽  
Preservice Teachers ◽  
Middle School Students ◽  
Mathematics Teaching ◽  
School Teacher ◽  
Professional Standards ◽  
Teaching Mathematics ◽  
Cultural Backgrounds ◽  
School Students ◽  
Haitian Students

In this second article of the 1993-94 series, a middle school teacher reflects on his work with Hispanic and Haitian students. He used what he has learned to recommend ways to help preservice teachers learn about students of other cultures.– Ed.

scholarly journals Comparative Study of Vocabulary Learning Difficulties Experienced by Urban and Rural Middle School Students ——A Case Study of Xiyanfang Middle School and Middle School Attached to XATU

2021 ◽  
Vol 5 (3) ◽  
Author(s):  
Bo Xu ◽  
Hua Zhang ◽  
Yu Zhang
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Comparative Study ◽  
Vocabulary Learning ◽  
Learning Difficulties ◽  
Current Situation ◽  
English Learning ◽  
School Students ◽  
Rural Middle School

It is greatly significant for middle school students to learn vocabulary in English learning. However, there are many barriers while mastering vocabulary.By comparing the current situation of vocabulary learning between urban and rural middle school students, the paper tries to find out the specific aspects of backwardness in vocabulary learning of rural middle school students. Reasons which cause the difficulties will be investigated and then corresponding solutions will be put forward to narrow the gap between urban and rural middle school students in vocabulary learning.

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