Can You Fathom This? Connecting Data Analysis, Algebra, and Geometry with Probability Simulation

2008 ◽  
Vol 102 (3) ◽  
pp. 210-216
Author(s):  
Michael Todd Edwards ◽  
Steve Phelps
Keyword(s):  
Data Analysis ◽  
Secondary School ◽  
Test Scores ◽  
Teaching And Learning ◽  
School Curriculum ◽  
School Mathematics ◽  
Data Driven ◽  
Modern Life ◽  
World Data ◽  
Secondary School Curriculum

Without question, students live in an increasingly data-driven world. Data analysis plays a prominent role in various facets of modern life: Schools evaluate and revise programs on the basis of test scores; policymakers make decisions on the basis of information gleaned from polling data; supermarkets stock shelves on the basis of data collected at checkout lanes. Not surprisingly, this increased reliance on data has significantly influenced the teaching and learning of school mathematics. The study of data analysis and probability—a rarity in the secondary school curriculum twenty years ago (Boland and Nicholson 1996)—is now commonplace.

Benefits of Integration of Computer and Information Technology into Nigerian Secondary School Curriculum.

2019 ◽  
pp. 124-130
Author(s):  
Lawrence C.O.
Keyword(s):  
Information Technology ◽  
Secondary School ◽  
Secondary Schools ◽  
Computer Technology ◽  
Teaching And Learning ◽  
School Curriculum ◽  
Computer Hardware ◽  
Wrong Side ◽  
Secondary School Curriculum ◽  
Human Skills

The benefits of integration of Computer and Information Technology into Nigerian secondary school curriculum were identified and discussed. Already, Nigeria is on the wrong side of the international digital and global world of computer technology, as it has not made significant effort to integrate Computer and Information Technology into secondary school curriculum especially State and private owned secondary schools. A great deal of instructional and administrative work in secondary schools in Nigeria is still carried out manually. This paper, therefore, examines the major obstacles militating against the teaching and learning of information Technology, and also the use of computer technology in secondary education in Nigeria. It further identifies the high cost of computer hardware and software resources; weak infrastructure; lack of human skills and knowledge in Computer and Information Technology, as the major stumbling block to the adoption of Information and Communication Technology in secondary school education system in Nigeria. The study recommends that efforts should be made by government to post skillful teachers with knowledge of Computer and Information Technology to teach in the secondary schools so as to impact computer skills to the students, and also stabilize electricity supply in Nigeria for effective teaching and learning process of Computer and Information Technology.

Remedial work in High School Mathematics

1930 ◽  
Vol 23 (1) ◽  
pp. 36-51
Author(s):  
L. H. Whitcraft
Keyword(s):  
High School ◽  
Elementary Teachers ◽  
Secondary School ◽  
School Curriculum ◽  
School Mathematics ◽  
High School Mathematics ◽  
Secondary School Curriculum ◽  
The Subject ◽  
Method Of Instruction ◽  
Remedial Work

Teachers of high school mathematics are confronted with the fact that there are more failures in the mathematics of the secondary school than in any other subject in the secondary school curriculum. These failures may be traced to some one of the following factors; (1) the materials of mathematics, consisting of the textbook, practice exercises, and special devices; (2) the teacher's method of instruction and manner of presenting the subject matter to the pupils; or (3) the methods and processes of the pupils themselves. Now that the teachers of mathematics realize that there is a great amount of criticism due the department of mathematics what are they going to do about it? The answer should be the same as the elementary teachers have given to the criticisms which have come to them-give remedial work.

Educational Development in Africa: Prospects and Challenges of Teaching/Learning History in Nigeria

2018 ◽  
Vol 1 (1) ◽  
pp. 1
Author(s):  
Oluwaseun O. Afolabi
Keyword(s):  
Public Schools ◽  
Secondary School ◽  
Teaching And Learning ◽  
School Curriculum ◽  
African History ◽  
Senior Secondary School ◽  
Adequate Knowledge ◽  
Secondary School Curriculum ◽  
Teaching Learning ◽  
Senior Secondary

<p><em>The paper discusses the challenges facing history teaching in Nigeria. The scope of the study is limited to private/public schools in Oyo State, Nigeria. The study starts by tracing the problem from the advent of missionaries to Nigeria in which their purpose of establishing mission schools was not to teach African history but to evangelize and to produce middlemen who will act as junior officers. The findings show that history as a subject was in the curriculum of both junior and senior secondary school. However, it was removed from junior secondary school curriculum and remained only in senior secondary school curriculum. Though only few senior secondary schools in Oyo State teach history subject due to lack of adequate knowledge by students in learning African history. Also, due to the reviewed policy, history teachers and textbooks are inadequate. Thus, in this present dispensation in Nigeria, African history education is facing challenges in terms of teaching and learning, apparently on the verge of extinction. The paper concludes by stating the methods of teaching history, prospects and challenges attached to it.</em></p>

Teaching Arabic As A Second Language: An Evaluation Of Key Word Method Effectiveness

2012 ◽  
Author(s):  
Muhamadul Bakir Hj. Yaakub
Keyword(s):  
Secondary School ◽  
Foreign Language ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
School Curriculum ◽  
Learning Activities ◽  
Learning Function ◽  
Key Word ◽  
Secondary School Curriculum ◽  
The Brain

Kajian ini bertujuan menguji keberkesanan dan kesesuaian “kaedah kata kunci” untuk diguna pakai dalam pengajaran dan pembelajaran bahasa Arab sebagai bahasa asing dalam sukatan pelajaran sekolah menengah di Malaysia. Kaedah kata kunci merupakan satu percubaan dalam mengatasi cabaran pembelajaran bahasa Arab, dan juga mengemukakan satu pilihan terbuka bagi mengatasi kerumitan yang dihadapi oleh para pelajar, dengan harapan ia menjadikan mereka lebih bermotivasi mengejar kejayaan dan berinovasi dalam kegiatan pembelajaran. Persoalan utama di sini adalah sama ada sesuatu kaedah pembelajaran yang diguna pakai adalah sejajar dengan kepentingan pembelajaran, seperti membangunkan daya ingatan sebagai strategi, yang berfungsi sebagai pemangkin keupayaan otak untuk bergerak aktif mendorong pelajar menuju kejayaan. Untuk tujuan itu, satu uji kaji terkawal telah dijalankan bagi menilai keberkesanan strategi pembelajaran mengingat terhadap pelajar bahasa Arab. Kata kunci: Kaedah kata kunci, pembelajaran bahasa Arab, cabaran dan kerumitan, strategi pembelajaran, penilaian uji kaji This study aims to examine the effectiveness and the practicality of the “key word method” in teaching and learning Arabic as a foreign language within the Malaysian secondary school curriculum. The method is designed to overcome the challenges of learning Arabic, so that they become motivated in achieving their learning target and become innovative in their learning activities. The issue here is whether a learning method is really on par with its learning function, such as developing a memory learning strategy by understanding the working of the brain. The study conducted an experiment to see whether the memory learning strategy would have an impact on learners in a controlled enviroment. Key words: Key word method, learning Arabic, challenges and difficulties, learning strategy, experimental evaluation

Collegiate Mathematics in Relation to the Changes Proposed in the Secondary School Course

1917 ◽  
Vol 10 (1) ◽  
pp. 19-29
Author(s):  
Percey F. Smith
Keyword(s):  
Secondary School ◽  
Present Situation ◽  
School Curriculum ◽  
School Mathematics ◽  
College Teachers ◽  
Secondary School Mathematics ◽  
Secondary School Curriculum ◽  
Collegiate Mathematics

Any discussion as to a reorganization of secondary-school mathematics should be of more than passing interest to teachers of collegiate mathematics. As one looks back and remembers that college teachers exercised a controlling influence on the secondary school curriculum in the respect that the various subjects — algebra, geometry, etc. — were defined by committees dominated by the college element, the interest in the present situation grows.

Remedial Work in High School Mathematics

1980 ◽  
Vol 73 (1) ◽  
pp. 51-60
Author(s):  
L. H. Whitcraft
Keyword(s):  
High School ◽  
Elementary Teachers ◽  
Secondary School ◽  
School Curriculum ◽  
School Mathematics ◽  
High School Mathematics ◽  
Secondary School Curriculum ◽  
The Subject ◽  
Method Of Instruction ◽  
Remedial Work

Teachers of high school mathematics are confronted with the fact that there are more failures in the mathematics of the secondary school than in any other subject in the secondary school curriculum. These failures may be traced to some one of the following factors; (1) the materials of mathematics, consisting of the textbook, practice exercises, and special devices; (2) the teacher's method of instruction and manner of presenting the subject matter to the pupils; or (3) the methods and processes of the pupils themselves. Now that the teachers of mathematics realize that there is a great amount of criticism due the department of mathematics what are they going to do about it? The answer should be the same as the elementary teachers have given to the criticisms which have come to them- give remedial work.

Exploring Parametric Transformations of Functions

1996 ◽  
Vol 89 (3) ◽  
pp. 232-240
Author(s):  
Charles Vonder Embse
Keyword(s):  
Secondary School ◽  
Mathematics Curriculum ◽  
School Curriculum ◽  
School Mathematics ◽  
Central Idea ◽  
Evaluation Standards ◽  
General Properties ◽  
Secondary School Curriculum ◽  
And Behavior

NCTM's Curriculum and Evaluation Standards for School Mathematics (1989, 154) identifies the study of functions as a central idea in the secondary school curriculum. In particular, the Standards document recommends that [i]n grades 9–12, the mathematics curriculum should include the continued study of functions so that all students can … analyze the effects of parameter changes on the graphs of functions; and so that, in addition, college-intending students can understand operations on, and the general properties and behavior of, classes of functions.

Sign in / Sign up

Export Citation Format

Share Document