Teacher To Teacher: A Videotaping Project to Explore the Multiplication of Integers

1993 ◽  
Vol 41 (3) ◽  
pp. 170-171
Author(s):  
Marcia B. Cooke
Keyword(s):  
Eighth Grade ◽  
First Year ◽  
Beginning Algebra ◽  
Mathematics Class ◽  
Distance Formula

My eighth-grade mathematics class was having some of the usual difficulties with beginning-algebra concepts. Because the students were becoming somewhat frustrated, I was looking for a way to present the multiplication of integers so that student could readily understand the concept. Relating this idea to the distance formula, which we had already tudied, would not only help put this idea into a more familiar context but also would review a formula that the students would often be using the next year in first-year algebra.

Relative Validity of the Orleans-Hanna Algebra Prognosis Test in the Prediction of Girls' and Boys' Grades in First-Year Algebra

1985 ◽  
Vol 45 (2) ◽  
pp. 361-367 ◽  
Author(s):  
Gerald S. Hanna ◽  
Joan L. Sonnenschein
Keyword(s):  
Predictive Validity ◽  
Test Scores ◽  
Eighth Grade ◽  
First Year ◽  
Relative Validity ◽  
Eighth Grade Students

The relative predictive validity of girls' and boys' success in algebra is examined. Eighth-grade students took the Orleans-Hanna Algebra Prognosis Test. These prognosis test scores were correlated with grades that 519 girls and 421 boys subsequently earned in first-year algebra. Algebra grades of girls proved to be more predictable than those of boys ( p <.05). Comparison of the present findings with those of an earlier study suggest that no changes during a 14-year period in the differential predictive validity of the sexes is evident. Implications for counselors and teachers are drawn and discussed.

The role of the notebook in a mathematics class

1963 ◽  
Vol 10 (5) ◽  
pp. 284-285
Author(s):  
William G. Mehl
Keyword(s):  
Eighth Grade ◽  
Mathematics Class ◽  
Math Class

Last summer one of my former students approached me and said, “Mr. Mehl, you know those notebooks which we had in our math class? Well, I still have mine and I've found good use for it even in the eleventh grade!” The student had at one time been in my eighth-grade mathematics class.

So-called Shortcuts Often Cause Confusion

1947 ◽  
Vol 40 (2) ◽  
pp. 62-64
Author(s):  
Edith L. Mossman
Keyword(s):  
High School ◽  
Senior High School ◽  
School Mathematics ◽  
Eighth Grade ◽  
First Year ◽  
High School Mathematics ◽  
College Mathematics ◽  
Algebra Theory ◽  
And Algebra

In arithmetic through the eighth grade and in first year algebra, is not the thorough understanding of fundamental principles of first importance? That this need of first importance has not been generally taken care of, is evidenced in many ways: (1) Such reports as that given by Admiral Nimitz, pointing out the weakness of our boys in junior and senior high school mathematics. (2) J. Kadushin's statements about the inability of men in the factories to handle simplest work in fractions, and their fear of taking any course in mathematics. (3) Constant complaint from teachers of physics, chemistry and algebra theory as to ignorance of the formula: what it is, what can and cannot be done to it. (4) The experience of much tutoring going on in universities, showing that great numbers have trouble with college mathematics because they did never really understand their work in arithmetic and algebra.

Statistics in the Classroom: Written Projects Portraying Real-World Situations

1992 ◽  
Vol 85 (4) ◽  
pp. 310-313
Author(s):  
Jonita Sommers
Keyword(s):  
Higher Education ◽  
High School ◽  
Real World ◽  
Oil Fields ◽  
Eighth Grade ◽  
The Real ◽  
The Past ◽  
Mathematics Class ◽  
Out Of School

“Why do I have to do this math? This is not something I need to know. I will not use it when I get out of school!” exclaimed Jesse and some of his classmates. Have you ever heard these comments? In the past, my students were learning the concepts, hut they were not associating the importance of mathematics and its uses in the real world. This year, I have tried to show the students in my eighth-grade mathematics class how mathematics will apply to their lives, whether they work on a ranch, work in the oil fields, or get a higher education after high school.

Why Elementary Algebra Can, Should, and Must Be an Eighth-Grade Course for Average Students

1987 ◽  
Vol 80 (6) ◽  
pp. 428-438 ◽  
Author(s):  
Zalman Usiskin
Keyword(s):  
Mathematics Education ◽  
Secondary Mathematics ◽  
Ninth Grade ◽  
Eighth Grade ◽  
First Year ◽  
National Council ◽  
Seventh Grade ◽  
Elementary Algebra ◽  
Grade Levels ◽  
One Year

Elementary or first-year algebra is the keystone subject in all of secondary mathematics. It is formally studied by students from grade levels as early as seventh grade and as late as college, but begun and completed more often in ninth grade than at any other time. The main purpose of this article is to question that timing. The conclusion to be argued here is that most students should begin the study of algebra one year earlier than they now do. This conclusion is contrary to a recommendation currently subscribed to by the National Council of Teachers of Mathematics and to the views of a number of leaders in mathematics education. I attempt to show here that these leaders have been misguided.

Up the Creek with a Paddle

1998 ◽  
Vol 91 (6) ◽  
pp. 456-460
Author(s):  
Mikel Haug
Keyword(s):  
Secondary Level ◽  
Eighth Grade ◽  
Know How ◽  
Hands On ◽  
Practical Mathematics ◽  
Mathematics Class

Do I have to know how to do any math for geography?” Although Luke was hoping to find a niche where he needed as little mathematics as possible, his question brought to mind all the practical mathematics that I had used in college geography projects. I was motivated to develop an extended hands-on project for my eighth-grade mathematics classes in which they were to determine the probability that a local creek would flood. This project can be easily adapted to almost any secondary-level mathematics class.

Using Active Learning Strategies to Motivate Students

2002 ◽  
Vol 8 (1) ◽  
pp. 48-51
Author(s):  
Kimberly R. Boyer
Keyword(s):  
Problem Solving ◽  
Active Learning ◽  
Learning Strategies ◽  
Mathematics Teacher ◽  
Early Years ◽  
Eighth Grade ◽  
First Year ◽  
Mathematical Connections ◽  
Eighth Grade Students ◽  
Active Learning Strategies

Icouldn't believe my ears when i heard a colleague make this statement during my first year of teaching: “Eighth grade is the year that the students' brains are turned off.” Was it true? Were eighth-grade students really that hopeless? In my early years of teaching, I was on a mission to be the best mathematics teacher I could be by incorporating problem solving, reasoning, communication, and mathematical connections into each lesson. I wanted to take time to involve my students personally so that they could see how mathematics directly affects their lives. However, I quickly learned that there is “no one way to be a topnotch teacher” (Harmin 1998, p. 2).

How Big is Your Foot?

2001 ◽  
Vol 6 (8) ◽  
pp. 476-481
Author(s):  
Suzanne Levin Weinberg
Keyword(s):  
Middle School ◽  
Real World ◽  
Upper Elementary ◽  
Eighth Grade ◽  
First Year ◽  
Abstract Concepts ◽  
School Grades ◽  
First Year Teacher ◽  
Eighth Grade Students ◽  
Elementary And Middle School

Concepts relating to fractions and measurement are difficult for students in the upper elementary and middle school grades to grasp (Bright and Heoffner 1993; Coburn and Shulte 1986; Levin 1998; Thompson 1994; Thompson and Van de Walle 1985; Witherspoon 1993). As a first-year teacher, I learned the value of relating difficult concepts, especially abstract concepts, to students' real-world experiences. The “How Big Is Your Foot?” project grew out of a question that I asked my eighth-grade students during my first year of teaching. We had just finished studying conversions in the metric system and had begun working with conversions in the customary system. As a warmup question, I asked my students to describe the distance from my desk to the door of the classroom. I wrote their responses on the chalkboard as they called out estimates: 1 meter, 60 meters, 25 feet, 300 inches, 300 centimeters.

Teacher to Teacher: The Tables Turn: Students Evaluate Their Mathematics Class

1998 ◽  
Vol 4 (3) ◽  
pp. 176
Author(s):  
Cindy Kaplan
Keyword(s):  
Eighth Grade ◽  
Middle Ground ◽  
School Year ◽  
Eighth Grade Students ◽  
Mathematics Class ◽  
Strongly Agree ◽  
Do So

Near the end of the school year, our graduating eighth-grade students are required to fill out a questionnaire to evaluate their mathematics class. They do so anonymously. The first eleven statements require the stude nts to “strongly disagree,” “disagree,” “agree.” or “strongly agree.” Note that they are given no middle ground; students must agree or disagree to some extent.

Losing STEAM: A Case Study of Failure in School Reform

2020 ◽  
Vol 23 (2) ◽  
pp. 60-69
Author(s):  
Olivia A. Johnson
Keyword(s):  
School Reform ◽  
Assistant Principal ◽  
District Leadership ◽  
Eighth Grade ◽  
First Year ◽  
School Year ◽  
Science Technology ◽  
School Operations

This study examines issues encountered during a school’s first year implementing science, technology, engineering, arts, and math (STEAM) curriculum. The school year began with multiple changes in leadership, including the appointment of a School Operations Manager and Teacher on Special Assignment, who took on respective roles of principal and assistant principal. Tension between school and district leadership, a teacher’s arrest, and lack of adequate training for the school’s teachers contributed to the failure of the eighth-grade level’s first-quarter STEAM unit. This study delves into events leading up to—and tensions surrounding—the team’s decision to begin a new unit in the second quarter.

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