Entry-Level Courses

2010 ◽  
Vol 103 (9) ◽  
pp. 655
Keyword(s):  
High School ◽  
Mathematics Teacher ◽  
Instructional Methods ◽  
Teaching Mathematics ◽  
Entry Level ◽  
Teaching Content ◽  
Learning Mathematics ◽  
Second Year

The Mathematics Teacher is eager to publish articles about teaching mathematics at the entry level. These courses are critical to fostering students' pursuit of and love for learning mathematics through the high school years and beyond. What instructional methods do you find effective when teaching content found in courses such as prealgebra, algebra, geometry, or first- and second-year integrated courses? What strategies are successful for addressing the needs of ALL students in your classroom? The Editorial Panel is looking for manuscripts that address any of the following topics.

Calls for Manuscripts: Entry-Level Courses

2010 ◽  
Vol 103 (7) ◽  
pp. 508
Keyword(s):  
High School ◽  
Mathematics Teacher ◽  
Instructional Methods ◽  
Teaching Mathematics ◽  
Entry Level ◽  
Teaching Content ◽  
Learning Mathematics ◽  
Second Year

The Mathematics Teacher is eager to publish articles about teaching mathematics at the entry level. These courses are critical to fostering students' pursuit of and love for learning mathematics through the high school years and beyond. What instructional methods do you find effective when teaching content found in courses such as prealgebra, algebra, geometry, or first– and second-year integrated courses? What strategies are successful for addressing the needs of ALL students in your classroom? The Editorial Panel is looking for manuscripts that address any of the following topics:

Call for Manuscripts: Entry-Level High School Mathematics Courses: Maximizing Learning for ALL

2009 ◽  
Vol 103 (1) ◽  
pp. 69
Keyword(s):  
High School ◽  
Mathematics Teacher ◽  
School Mathematics ◽  
Teaching Mathematics ◽  
High School Mathematics ◽  
Mathematics Courses ◽  
Entry Level ◽  
Learning Mathematics

The Mathematics Teacher is eager to publish articles about teaching mathematics at the entry level. These courses are critical to fostering students' pursuit of and love for learning mathematics through the high school years and beyond.

Call for Manuscripts: Entry-Level High School Math Courses: Maximizing Learning for ALL: May 2009

2009 ◽  
Vol 102 (9) ◽  
pp. 697
Keyword(s):  
High School ◽  
Mathematics Teacher ◽  
Teaching Mathematics ◽  
Entry Level ◽  
High School Math ◽  
Learning Mathematics

The Mathematics Teacher is eager to publish articles about teaching mathematics at the entry level. These courses are critical to fostering students' pursuit of and love for learning mathematics through the high school years and beyond.

Call for Manuscripts: Entry Level High School Mathematics Courses: Maximizing Learning for ALL

2009 ◽  
Vol 103 (3) ◽  
pp. 227
Keyword(s):  
High School ◽  
Mathematics Teacher ◽  
School Mathematics ◽  
Teaching Mathematics ◽  
High School Mathematics ◽  
Mathematics Courses ◽  
Entry Level ◽  
Learning Mathematics

The Mathematics Teacher is eager to publish articles about teaching mathematics at the entry level. These courses are critical to fostering students' pursuit of and love for learning mathematics through the high school years and beyond.

Call for Manuscripts: Maximizing Learning for ALL: Teaching Entry-Level High School Mathematics Courses

2010 ◽  
Vol 104 (2) ◽  
pp. 105
Keyword(s):  
High School ◽  
School Mathematics ◽  
Teaching Mathematics ◽  
High School Mathematics ◽  
Mathematics Courses ◽  
Entry Level ◽  
Learning Mathematics

The Mathematics Teacher is eager to publish articles about teaching mathematics at the entry level. These courses are critical to fostering students' pursuit of and love for learning mathematics through the high school years and beyond.

scholarly journals PENGEMBANGAN ATTITUDE E-ASSESSMENT PADA PEMBELAJARAN MATEMATIKA SEKOLAH MENENGAH ATAS

2015 ◽  
Vol 1 (2) ◽  
pp. 118
Author(s):  
Teguh Permadi ◽  
Mustangin Mustangin
Keyword(s):  
High School ◽  
Teaching Mathematics ◽  
Instructional Media ◽  
Assessment Of Learning ◽  
Learning Evaluation ◽  
Learning Mathematics

Mathematics has important roles in forming the students' character at school. At least, there are nine characters' value which can be formed through learning mathematics, there are:religious, disciplined, honest, hard working, creative, curiosity, independent, communicative, and responsibility. Therefore, teachers need a means to assess those characters. Technology can be used as a means or tool in the assessment of learning, this term is referred as e-assessment. Originating from an idea for combining between assessing the attitude and using the e-assessment, the researcher developed the attitude e-assessment. The purpose of this research is to produce the attitude e-assessment in teaching Mathematics at high school. This study is a part of developing research which used 4D model as the development basis that cover define stages, design, develop, and disseminate. The result of the analysis which is conducted to the practitioners, learning evaluation expert, and instructional media expert, the product of e-assessment got 3,34 which means that it is valid. While the analysis result of users' respond which is conducted to 10 students grade X of Madrasah Aliyah Negeri Kota Batu, the e-assessment product got 3,32 which means that its valid.Based onthose tests, theattitudee-assessmentproducts in thehigh schoolmathematicsteachinghas been declaredvalidorproper.

Ave atque vale

1970 ◽  
Vol 63 (5) ◽  
pp. 381-382
Author(s):  
Irvin H. Brune
Keyword(s):  
High School ◽  
Board Of Directors ◽  
Mathematics Teacher ◽  
Teaching Mathematics ◽  
National Council ◽  
New Work ◽  
Cumulative Index ◽  
Old Order ◽  
The Board Of Directors ◽  
One Year

The old order has changed—and given place to the new. In action taken one year ago, the Board of Directors of the National Council of Teachers of Mathematics created a new position and eliminated an old one. As of July 15, 1969, Miss Carol V. McCamman became Managing Editor of The Mathematics Teacher. Miss McCamman came to her new work with a rich experience in teaching mathematics at Coolidge High School, Washington, D.C. She also edited the invaluable Cumulative Index of The Mathematics Teacher, volumes 1– 58, 1908 through 1965. As of the date of this issue, the present editor completes his term.

Continuing in Mathematics: A Longitudinal Study of the Attitudes of High School Girls

1982 ◽  
Vol 7 (2) ◽  
pp. 132-140 ◽  
Author(s):  
Julia Sherman
Keyword(s):  
High School ◽  
Longitudinal Study ◽  
Mathematics Teacher ◽  
Ninth Grade ◽  
College Preparatory ◽  
Mathematics Attitudes ◽  
High School Girls ◽  
Learning Mathematics ◽  
Mathematics Confidence ◽  
School Girls

The mathematics attitudes (determined by ratings on the Fennema-Sherman Mathematics Attitudes Scales) of ninth grade girls of similar intellect who subsequently took one to four years of college preparatory math were compared in 1975 and 1978 (n = 84). Math enrollment groups differed significantly on the following scales: Usefulness of Mathematics, Confidence in Learning Mathematics, Teacher (perceived attitude toward the student as a learner of mathematics), and Effectance Motivation in Mathematics as assessed both in Grades 9 and 12, and on the Math as a Male Domain Scale as assessed in Grade 12. From Grade 9 to 12, scores on the Attitude toward Success in Math Scale became significantly more positive.

scholarly journals ABOUT THE AESTHETICS OF TEACHING THE MATHEMATICAL PROBLEM ON HUMANITARIAN FLOWS OF SENIOR SCHOOL

2020 ◽  
pp. 249-253
Author(s):  
Nare KAZARYAN ◽  
◽  
◽  
◽  
Keyword(s):  
High School ◽  
Teaching Method ◽  
Mathematical Problem ◽  
High School Education ◽  
Teaching Mathematics ◽  
Mathematical Education ◽  
Program Material ◽  
Math Teachers ◽  
Learning Mathematics ◽  
The Aesthetic

Atpresent, both in many countries and in Armenia, high school education is carried out according to differentiated streaming programs. An important part of our study is the problem of increasing the effectiveness of teaching mathematics in the humanitarian stream. Pupils in this stream show a disinterest in teaching math. This is evidenced by the results of a survey among students of the humanitarian flow of high school and math teachers teaching in this flow. The reasons are varied: the unsatisfactory levelof mathematical training of students in the humanitarian flow, the workload and complexity of the program material, the allotted time, the application background that is weakly expressed in the textbooks, the chosen teaching method, low motivation, and soon.Thus, the picture is as follows: the process of learning mathematics in the humanitarian flow is inefficient. In our opinion, in the matter of increasing the interest of students in the humanitarian stream, as well as increasing the effectiveness of teaching mathematics, we will have positive dynamics if we make the aesthetic potential of mathematics and mathematical education more obvious, and develop practical ways to increase the aesthetics of teaching mathematics. In the context of this article, we will consider the mathematical problem and the features of its training in the humanitarian flows of high school

How and wherer can a Mathematics Teacher Utilize his 33 Years of Teaching Experience? A Math Teacher about Teaching Mathematics-Excerpt from 33 Years of Teaching Experience

2019 ◽  
pp. 467-472
Author(s):  
Ildikó-Anna Pomuczné Nagy
Keyword(s):  
High School ◽  
Mathematics Education ◽  
Teacher Training ◽  
Problem Solving ◽  
Mathematics Teacher ◽  
Teaching Experience ◽  
Teaching Mathematics ◽  
Mathematical Concepts ◽  
Years Of Teaching Experience ◽  
Textbook Writing

This paper shows how a mathematics teacher can utilize his teaching experience. I have been working as a mathematics and physics teacher in Hungary for 33 years. I have taught at various levels of the education system: at elementary school, high school, teacher training college, and in teacher training too, but at most time of my job I taught at high school. I am currently working on the series of a new mathematics textbook for 10 to 14-year-old students. It is based on the traditions of the Hungarian mathematics education, but using the opportunities offered by the 21st century, it also includes modern sample tasks that fit into the curriculum, for example Geogebra files, written by me. I would like to share how I use my teaching experience in textbook writing and how I focus primarily on the didactic aspects of teaching mathematics. I pursue my PhD research in the topic of problem-solving thinking, so I study the mathematical thinking of my students studying in different school types. In my lecture, I analyse different tasks by focusing on mathematical methodological aspects. For example I will tell that I believe it is advantageous to introduce mathematical definitions with examples which are astonishing for students in order to draw attention to maths as much as possible. I will give examples of how I build my experience into the textbook in order to make the system of mathematical concepts optimal for pupils. I would like it if give you an insight into a segment the current Hungarian mathematics education, the current teaching of problem-solving thinking and the different ways of students’ thinking.

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