The Value of the History of Greek Mathematics to Secondary School Teachers

1925 ◽  
Vol 18 (5) ◽  
pp. 296-297
Author(s):  
Walter Crosby Eells
Keyword(s):  
High School ◽  
Secondary School ◽  
Secondary School Teachers ◽  
History Of Mathematics ◽  
School Mathematics ◽  
High School Mathematics ◽  
School Teachers ◽  
History Of ◽  
Greek Mathematics

The course in history of mathematics is given this year at Whitman College two hours a week for sixteen weeks to a class of five juniors and seniors, all of whom are planning on teaching high school mathematics.

Connecting Research to Teaching: Do Teachers Need to Incorporate the History of Mathematics in Their Teaching?

2003 ◽  
Vol 96 (6) ◽  
pp. 416-421 ◽  
Author(s):  
Po-Hung Liu
Keyword(s):  
High School ◽  
Mathematics Education ◽  
Empirical Evidence ◽  
High School Teachers ◽  
Mathematics Curriculum ◽  
History Of Mathematics ◽  
School Mathematics ◽  
School Teachers ◽  
History Of ◽  
Definition Of

The merits of incorporating history into mathematics education have received considerable attention and have been discussed for decades. Still, before taking as dogma that history must be incorporated in mathematics, an obvious question is, Why should the history of mathematics have a place in school mathematics? Answering this question is difficult, since the answer is subject to one's personal definition of teaching and is also bound up with one's view of mathematics. Fauvel's (1991) list of fifteen reasons for including the history of mathematics in the mathematics curriculum includes cognitive, affective, and sociocultural aspects. My purpose in this article is not to provide complete and satisfactory answers but rather, on the basis of theoretical arguments and empirical evidence, to attempt to pinpoint worthwhile considerations to help high school teachers think about what history really can do for the curriculum and for their teaching.

Prevalence of Depression and Associated factors among Secondary School Teachers in Al-Madinah City, KSA (Preprint)

2019 ◽  
Author(s):  
Faisal Alqahtani Sr
Keyword(s):  
Secondary School ◽  
Health Problem ◽  
Secondary School Teachers ◽  
Minor Depression ◽  
School Teachers ◽  
Cross Sectional ◽  
Health Care Clinics ◽  
Post Natal Depression ◽  
Sample Technique ◽  
History Of

BACKGROUND Depression is the most common psychiatric condition seen in primary health care clinics. On the other hand, teaching is one of the most stressful jobs. The aim was to determine prevalence and correlates of depression among secondary school teachers in Al-Madinah city. OBJECTIVE This study was aimed to explore the extent of depression as a health problem among secondary school teachers in Al-Madinah city. METHODS A cross sectional descriptive study was conducted on a representative sample of secondary school teachers of both genders in Al-Madinah Al-Munawarah city. A Multistage cluster sample technique was implemented to recruit the participants. The data were collected using a self-administered PHQ-9 depression questionnaire. RESULTS The study included 297 teachers. More than half of them (54.2%) were males and the vast majority (97.6%) were Saudis. Major depression, based on PHQ-9 depression questionnaire was reported among 8.4% of the participants whereas minor depression was reported among 14.1% of them. Among the studied habitual factors, the smoking of Shisha and non-practicing of physical exercise were significantly associated with depression among teachers. Regarding obstetric and gynecological factors, female teachers with history of post-natal depression were more likely to have major and minor depression features than those without such history, p=0.017. CONCLUSIONS Depression is a common health problem among secondary school teachers in Al-Madinah city affecting almost one quarter of them. Familial instability, shisha smoking, physical inactivity, heavy teaching load and deficiency of educational competencies are strongly correlated with depression. Further studies are needed to explore the extent of the problem among teachers at different levels of teaching and in other regions of the country.

scholarly journals Technological competencies required for the intermediate and high school female teachers to use the interactive whiteboard within the classroom

2019 ◽  
Vol 3 (22) ◽  
Author(s):  
Mashael Abdulrahman Al-Qaraawi ,  Abu Bakr Yousef Ghannam
Keyword(s):  
High School ◽  
Secondary School ◽  
Secondary School Teachers ◽  
Educational Process ◽  
Interactive Whiteboard ◽  
Highly Qualified ◽  
School Teachers ◽  
Secondary Stage ◽  
Design Activities ◽  
Technological Competencies

    The current research aimed at identifying the technological competencies required for intermediate and secondary school teachers to activate the use of interactive whiteboards in the classroom. To achieve this goal, the question of technological competencies for middle and high school teachers was answered to activate the use of the interactive whiteboard in the classroom. Based on the objective of the research and its questions، the researcher used the descriptive method for its relevance to the research. The sample included (40) teachers of the intermediate and secondary stage in Al-Fursan Private Schools for Girls in Riyadh who used the Smartboard in teaching. The researcher used the questionnaire to collect the necessary data to answer the study questions. The responses were analyzed using the following statistical methods: frequencies، percentages, arithmetic mean، Pearson coefficient to measure the validity of the internal consistency of the study instrument، and Vacronbach coefficient in order to measure instrument stability. The most important results of the research are that the members of the research sample have three design competencies needed to activate the use of the interactive whiteboard in the classroom to a high degree: the ability to design a lesson، master the techniques of evaluation and the ability to design activities، all using interactive whiteboard. The study also concluded that incentives were given to the teacher who uses interactive whiteboard in teaching, and also to design modern buildings for educational institutions in accordance with the requirements of presentation and use of the interactive whiteboard in the classroom. The study recommended the educating middle and secondary school teachers about the importance of using interactive whiteboard in the educational process at all levels، and also working on attracting highly qualified human cadres for the success of the interactive whiteboard.    

scholarly journals The Reasons of the Reluctance of Secondary School Teachers in the Province of Houtat Bani Tamim Of Leadership Positions in The Schools of The Province

2019 ◽  
Vol 3 (15) ◽  
Author(s):  
Nourah Mohammed Al- Tamimi
Keyword(s):  
High School ◽  
Secondary School ◽  
High School Teachers ◽  
Secondary Teachers ◽  
Analytical Approach ◽  
Secondary School Teachers ◽  
Leadership Positions ◽  
School Teachers ◽  
General Average ◽  
Academic Qualifications

This research aimed to recognize the reasons made the high school teachers (female) in Houtat Bani Tamim province abstains from the leadership's positions at the institutions that they are working in. And to achieve the goals of the research the descriptive analytical approach was used, while the study tool was an electronic questionnaire distributed among a random simple sample which consisted of (93) secondary teachers. The study revealed that the arithmetic averages of the responses of the study sample on the axis of reasons for abstention from leadership positions ranged between (2.62) and (3.94) with a general average of (3.46) (3.45) and (4.31) with a general average of (3.92). The results of the study on the analysis of mono- variance showed that there were no statistically significant differences due to differences in academic qualifications and years of experience. This reflects the agreement of the sample members of the secondary school teachers on the reasons of abstention of leadership positions.

scholarly journals The Pedagogical College at the Jagiellonian University (1921–1952): Origins, Founders, Significance

2020 ◽  
Vol 11 (2) ◽  
pp. 138-154
Author(s):  
Katarzyna Dormus
Keyword(s):  
Secondary School ◽  
Secondary School Teachers ◽  
Academic Discipline ◽  
School Teachers ◽  
History Of

The establishment and the activities of the Pedagogical College at the Jagiellonian University was an important event in the history of Polish pedagogy because this fact accelerated the process of its developing as a standalone academic discipline, with Krakow becoming an important centre of pedagogical thought. The process of developing an appropriate curriculum for training secondary school teachers, which combined practice and theory, took place in this College. In 1926, the Pedagogical College opened a Department of Pedagogy and saw the launch of the first Master’s programme in pedagogy.

What Mathematics Do High School Teachers Need to Know?

2010 ◽  
Vol 103 (6) ◽  
pp. 418-423
Author(s):  
Michael J. Gilbert ◽  
Jacqueline Coomes
Keyword(s):  
High School ◽  
High School Teachers ◽  
School Mathematics ◽  
High School Mathematics ◽  
School Teachers ◽  
Mathematics Knowledge

The MC3 project defines, describes, and characterizes the mathematics knowledge needed for teaching high school mathematics.

Sex Differences in Secondary School Mathematics

1937 ◽  
Vol 30 (1) ◽  
pp. 21-22
Author(s):  
Harl R. Douglass
Keyword(s):  
High School ◽  
Sex Differences ◽  
Secondary School ◽  
Educational Research ◽  
American Educational Research Association ◽  
School Mathematics ◽  
Committee Report ◽  
Research Association ◽  
High School Mathematics ◽  
Reporting Data

In connection with a committee report for the American Educational Research Association the author had occasion to search for and abstract the investigations reporting data relative to the respective achievements of boys and girls in high school mathematics. More studies were located than are reported here. Some of them were of doubtful reliability and a few were not available.

Mathematics in High School and College

1945 ◽  
Vol 38 (4) ◽  
pp. 147-154
Author(s):  
Aubrey J. Kempner
Keyword(s):  
High School ◽  
Secondary School ◽  
School Mathematics ◽  
High School Mathematics ◽  
Mathematics Text

The publication of a high-school mathematics text, Senior Mathematics, by Douglass and Kinney (Henry Holt and Co., 1945) furnishes me an opportunity to express some opinions concerning the relation between mathematics in the secondary school and in the college.

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