A Case and Techniques for Computers: Using Computers in Middle School Mathematics

1979 ◽  
Vol 26 (6) ◽  
pp. 53-55
Author(s):  
Larry L. Hatfield
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Middle School Mathematics ◽  
Growing Up ◽  
Instructional Programs ◽  
School Students ◽  
Home Management ◽  
Home Computers ◽  
Family Leisure ◽  
Computer Based

Computers are rapidly becoming accessible to everyone. The costs of purchase have continued to decrease, with the recent mini processors and microprocessors representing pricing breakthroughs, and inexpensive microcomputers being promoted as persona l, home computers. Though much of their suggested usages to date relate to family leisure or home management, some vendors offer packages for computer-based games and drills involving mathematical ideas. Instructional programs will become increasingly available as the marketplace develops. Today's middle school students are growing up in a computerized society. Students probably feel more comfortable (often excited and curious) with the prospects of “everyman” routinely using computers than do many adults, who still view computers as complex and futuristic.

On My Mind: Proof and the Middle School Mathematics Student

1995 ◽  
Vol 1 (7) ◽  
pp. 516-518
Author(s):  
James M. Sconyers
Keyword(s):  
High School ◽  
Middle School ◽  
Middle School Students ◽  
Middle School Mathematics ◽  
Basic Logic ◽  
School Students ◽  
High School Geometry ◽  
School Geometry ◽  
Mathematics Student ◽  
Geometry Class

Is proof perceived as being rigid and formal? Something that students should first encounter in high school? Does a concern involve students' having difficulty when they finally confront the idea of proof, perhaps in their high school geometry class? One likely reason for this unease with proof is that it is so often left out of any work in mathematics until students reach high school. They are then overwhelmed, since it is so unfamiliar. This outcome is not inevitable. Middle school students are capable of grasping the basic logic of proof and should be given the opportunity to encounter it.

Using a Computer-Based Strategy to Teach Self-Advocacy Skills to Middle School Students With Disabilities

2019 ◽  
Vol 35 (4) ◽  
pp. 249-261
Author(s):  
Kinga Balint-Langel ◽  
Suzanne Woods-Groves ◽  
Derek B. Rodgers ◽  
Ashley Rila ◽  
Benjamin S. Riden
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Students With Disabilities ◽  
Special Education Teachers ◽  
Student Participation ◽  
Self Report ◽  
Future Research ◽  
School Students ◽  
Self Advocacy ◽  
Computer Based

We examined the effects of a computer-based strategy to develop self-advocacy skills for 15 middle school students with mild and moderate disabilities. A pre- and posttest experimental design with random assignment to treatment and wait-list control groups was employed to investigate changes in student participation and level of self-determination. The strategy addressed essential self-advocacy skills including knowledge of self and communication. Results showed significant differences in favor of the treatment group concerning student participation, as measured by student responses to the Self-Advocacy Self-Report. Generalization data indicated positive results for student participation, as measured by student use of SHARE behaviors, a set of social skills necessary for effective communication, in informal meetings with special education teachers. Implications for practice, limitations, and future research are discussed.

Changing middle-school students’ attitudes and performance regarding engineering with computer-based social models

2009 ◽  
Vol 53 (2) ◽  
pp. 209-215 ◽  
Author(s):  
E. Ashby Plant ◽  
Amy L. Baylor ◽  
Celeste E. Doerr ◽  
Rinat B. Rosenberg-Kima
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
School Students ◽  
Social Models ◽  
Computer Based ◽  
Students Attitudes ◽  
And Performance

scholarly journals The effect of computer based instruction on middle school students' ideas about weather events and climate concept

2020 ◽  
Vol 7 (1) ◽  
pp. 178-185
Author(s):  
Ayberk Bostan Sarıoğlan
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Control Group ◽  
School Students ◽  
Computer Based Instruction ◽  
Weather Events ◽  
Computer Based ◽  
Based Instruction ◽  
And Control ◽  
Experimental Group

The concepts of weather events and climate appear to be less studied than other concepts of physics in the literature. The aim of this research is to investigate the effects of computer-based instruction on the concepts of climate and weather events of middle school students. The sample of the research consisted of 19 8th grade students in the experimental group and 23 students in the control group. Computer-based instruction was carried out in the experimental group, and lessons were given in accordance with the middle school science program with the students in the control group. As a data collection tool, a concept test consisting of three open-ended questions was used to determine students' opinions about climate, weather events and the difference between climate and weather events. In the analysis of the data obtained from the answers of the students in the experimental and control groups to open-ended questions before and after the instruction, a rubric consisting of five categories was used. The categories in the rubric are correct answer, incorrect answer, non-coded and no answer categories. According to the findings, it was seen that the scientific responses of the students in both groups increased. Computer-based instruction was found to be more effective in eliminating the misconceptions faced by students about climate, weather events and differences between climate and weather events compared to the courses taught in the program. In the results of the study, it was determined that the students in the experimental and control groups confused the concepts of climate and weather events before instruction and there was a decrease in the misconceptions after instruction. The misconception that climate and weather events were the same was resolved in both groups after instruction. It is suggested that more studies using different instruction methods for teaching these concepts will be conducted. Keywords:  Climate, weather events, computer based instruction, middle school students;

scholarly journals Mathematical Modeling From The Eyes Of Preservice Teachers

2021 ◽  
Vol 24 (2) ◽  
pp. 121-150
Author(s):  
Zehra Taşpinar Şener ◽  
◽  
Yüksel Dede ◽  
Keyword(s):  
Mathematical Modeling ◽  
Middle School ◽  
Preservice Teachers ◽  
Middle School Students ◽  
Middle School Mathematics ◽  
Study Group ◽  
School Students ◽  
Purposeful Sampling ◽  
Research Period ◽  
Shed Light

Using preservice teachers’ (PTs) opinions as its base, this study seeks to shed light on the process followed by PTs in teaching mathematical modeling to middle school students. The study group was composed of 18 middle school mathematics PTs, each of whom was selected using purposeful sampling. During the research period, PTs travelled in groups to the schools where they were to perform their practicum. Lessons were video recorded, and PTs shared these recordings and their classroom experiences with their peers. As a result of the analysis, the study’s findings were grouped into four main themes: (i) opinions regarding activities, (ii) opinions regarding preservice teachers, (iii) opinions regarding students, and (iv) opinions regarding mathematics teachers. Discussion of these findings revolved around both teacher training and mathematical modeling, which then led to several recommendations being made.

1979 National Middle School Mathematics Olympiads in the People’s Republic of China

1982 ◽  
Vol 75 (2) ◽  
pp. 161-169
Author(s):  
Jerry P. Becker
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Secondary School ◽  
Educational Policy ◽  
Cultural Revolution ◽  
Large Scale ◽  
Middle School Mathematics ◽  
Classroom Teachers ◽  
School Students ◽  
Republic Of China

Mathematics competitions were orga- nized in four major cities of China in 1956-Beijing, Shanghai, Tianjin, and Wuhan. Thereafter the competitions, whose objective was to identify mathe- matically talented middle school students, grew and eventually came to involve middle school and university classroom teachers on a fairly large scale. (The Chinese middle school [5 years] is analogous to the American secondary school [6 years]. Students begin middle school at (approximately] age II.) However, the competitions were terminated in I964 just prior to the Great Proletarian Cultural Revolution in China. Subsequently, with changes taking place in educational policy in the mid-1970s, the competitions were reinstituted and the Chinese organized and carried out competitions at the municipal, provincial, and national levels in 1978. (For fuller information on the 1978 olympiads, see the Becker article in the Bibliography.)

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