Mathematics for Service

1910 ◽  
Vol 2 (3) ◽  
pp. 116-126
Author(s):  
Ernest R. Von Nardroff
Keyword(s):  
High School ◽  
Elementary Schools ◽  
High Schools ◽  
Primary Grade ◽  
Ordinary Citizen ◽  
Formal Mathematics ◽  
Long Time ◽  
The Subject ◽  
Second Year

For a long time mathematics has enjoyed the position of first place in the elementary schools, and in the high schools the time devoted to the subject is nearly as great as that for any other subject. Almost daily for ten years, reaching from the first primary grade up to the conclusion of the second year in the high school, a pupil is required to bend his best energies toward the mastery of mathematics. What are the results? It is needless to state that the average graduate going into business or into any of the learned professions, except engineering, fails to put his mathematics to any use whatsoever. Beyond the requirements of keeping one’s accounts and calculating interest and taxes, the ordinary citizen has no need of formal mathematics. The result is that practically everything in this subject learned in the high school is promptly forgotten.

What Should Comprise the Subject Matter of the Arithmetic in the Elementary Schools and in What Grades Should Formal Arithmetic be Taught?

1912 ◽  
Vol 4 (4) ◽  
pp. 162-172
Author(s):  
H. J. Wightman
Keyword(s):  
Elementary Schools ◽  
High Schools ◽  
Subject Matter ◽  
The Road ◽  
Long Time ◽  
The Subject ◽  
To Come

The Lord, the school and society are responsible for the type of individuals that gets into the high schools, and after the Lord and society have done all that we can expect them to do for some time to come, there is left a much larger problem than simply to find the G.C.D. or the L.C.M. The child is an active thinking individual, if we do not suppress his activity and mechanize his thinking and convert him into a jumping-jack which responds only as the teacher pulls the strings and then apparently in a way that suggests need of lubrication. I have nothing but pity for the child who is allowed to think only through the ruts made by the juggernaut of mechanical teaching. Formal mental discipline, as interpreted by the Gradgrind martinet with its memoriter and rule-stuffing accompaniment, has been the fetish which has blocked the road for the development of childhood in mathematics for a long time.

scholarly journals The Effect of Multipass Strategy on Students’ Reading Comprehension at Senior High School Level

2018 ◽  
Vol 5 (1) ◽  
pp. 20-32
Author(s):  
AHMAD JAILANI
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
Teaching Strategy ◽  
Senior High School ◽  
School Level ◽  
High School Level ◽  
Post Test ◽  
Quasi Experimental ◽  
The Subject ◽  
Second Year

Being able to read in English is very important. Success in reading is the most necessary because it is a basic tool of education. Based on the syllabus of Islamic Senior high School Hidayatul Mubtadiin (MAHM), it is hoped that students should comprehend monolog texts in narrative, spoof and hortatory exposition forms well. After doing preliminary observation at MAHM, some of the students of the second year still had low ability in their reading comprehension. The dominant factors influencing their low reading comprehension are the lack of vocabulary and teaching strategy of reading comprehension. From the two of dominant factors, the researcher is interested to investigate about teaching reading comprehension. Thus, the researcher conducted a research on the effect of Multipass strategy on Reading comprehension. This research investigates students’ reading comprehension taught by using multipass strategy at MAHM Siak Sri Inderapura. The design of this study was Quasi-experimental research by post-test only. The subject of this research was the second year students of MAHM. The total population was 42 students, and the sample was 42 students. Data were collected by using a test. Then, the data were analyzed by using t-test formula. It was found that there was a significant effect of using multi pass strategy on students’ reading comprehension at MAHM.

DRUG USE DECLINES IN U.S. HIGH SCHOOLS

PEDIATRICS ◽  
1989 ◽  
Vol 84 (4) ◽  
pp. A100-A100
Author(s):  
J. F. L.
Keyword(s):  
High School ◽  
High Schools ◽  
Drug Abuse ◽  
Drug Use ◽  
High School Seniors ◽  
High School Dropouts ◽  
School Dropouts ◽  
Second Year ◽  
High Level ◽  
Very High

The nation's high school seniors are using fewer drugs than any class since 1975, a report from the National Institute on Drug Abuse showed. Researchers said they were particularly encouraged by results showing a drop in cocaine use for the second year in a row, and the beginnings of a reversal in the soaring use of crack, an inexpensive, refined form of cocaine. However, the war against drugs is far from over, with more than half of all students using an illegal substance at least once before graduating, said Charles R. Schuster, NIDA director. Moreover, drug use remains at a very high level among high school dropouts, he said. The survey polled 16,300 high school seniors from 135 schools nationwide.

scholarly journals Curriculum Reform and the Teaching of History in High Schools during the Ma Ying-jeou Presidency

2017 ◽  
Vol 46 (1) ◽  
pp. 101-130
Author(s):  
Vladimir Stolojan
Keyword(s):  
High School ◽  
High Schools ◽  
Curriculum Reform ◽  
Policy Making ◽  
History Curriculum ◽  
School History ◽  
Policy Making Process ◽  
The Subject ◽  
First Time ◽  
Taiwan Independence

The last two years of Ma Ying-jeou's (Ma Yingjiu) presidency saw the eruption of a controversy surrounding proposed revisions to the high school history curriculum. Although not the first time that the subject of history has exacerbated the tensions between holders of a China-centred view of Taiwan's history and those favouring a more Taiwan-centred approach, this crisis, which took place mainly between 2014 and 2015, was undoubtedly the fiercest witnessed by the Taiwanese society in the sphere of educational issues. By putting the 2014–2015 dispute into perspective through a review of the different attempts made by the pro-Taiwan independence Chen Shui-bian (Chen Shuibian) and the pro-unification Ma Ying-jeou governments to edit the history curriculum, this article will underline the specificities of this particular controversy. This contribution will, therefore, help to shed new light not only on the perception of Taiwan's history promoted by the Ma administration, but also the policy-making process which characterised the last years of Ma's presidency.

The Objectives of Tenth Year Mathematics

1943 ◽  
Vol 36 (2) ◽  
pp. 62-67
Author(s):  
Harry Eisner
Keyword(s):  
High School ◽  
Elementary Schools ◽  
High Schools ◽  
Junior High ◽  
Great Majority ◽  
Junior High Schools ◽  
School Mathematic

The New course in seventh, eighth and ninth year mathematics has now reached the SB grade in all elementary and junior high schools. The graduates of the elementary schools will be in our high schools next September. The great majority of these pupils will start their high school mathematic in February, 1944. Will we be ready for them?.

A High School Teacher's View on the Training of Teachers of Secondary Mathematics

1936 ◽  
Vol 29 (3) ◽  
pp. 115-122
Author(s):  
Martha Hildebrandt
Keyword(s):  
High School ◽  
High Schools ◽  
Subject Matter ◽  
Secondary Mathematics ◽  
The Subject

One hears so much about changing the curriculum; about introducing into our high schools new courses, in some of which the subject matter is embarrassingly vague; about tests and measuremepts and laboratories to help the pupil adjust himself…. I hesitate, unable to choose a word for that to which the pupil must adjust himself and not at all certain just what the pupil has to adjust. One reads about differentiated courses and incidentally also about integrating courses. Is it not possible that each new fashion in education is just another attempt to improve the teaching in the schools of the respective states from which you and I come.

Analysis Is Not Enough

1934 ◽  
Vol 27 (5) ◽  
pp. 257-264
Author(s):  
Alma M. Fabricius
Keyword(s):  
High School ◽  
High Schools ◽  
Subject Matter ◽  
Educational Theory ◽  
The Subject ◽  
Compulsory Subject

Ever since the explosion of the theory that the faculty of thinking could be developed and strengthened by exercise in thinking regardless of the nature of the subject matter involved, geometry as a universally required subject in the high schools of America has been on the defensive. And, when we consider the large number of failures in the subject, in the light of the educational theory that a child learns only through the encouragement of success, it becomes seriously doubtful whether geometry should be retained as a compulsory subject in the high school.

scholarly journals STUDENT – TEACHER INTERACTION: A CASE OF THE SECOND YEAR OF STATE SENIOR HIGH SCHOOLS IN CEPU

2014 ◽  
Vol 3 (2) ◽  
pp. 25
Author(s):  
Andika Cahya Ari Wibowo
Keyword(s):  
High School ◽  
High Schools ◽  
Student Teacher ◽  
Classroom Interaction ◽  
Teacher Interaction ◽  
High School English ◽  
English Classes ◽  
Second Year ◽  
Dominant Characteristic ◽  
Observation Method

Abstract The purposes of the study are to Dnd out the amount of lan- guage produced by the teacher (Teacher Talking Time) and by the students (Student Talking Time) and to identify the characteristics of the classroom interaction in the Senior High School English classes. The study involved the second year students and the English teachers of SMA N I Cepu and SMA N II Cepu as the object of the study. Observation method is utilized in the study to collect the data. The study is supported by one thousand four hundreds and forty data which are categorized into the ten categories of Flanders (FIAC). In details, the Drst result of the analysis shows that 70.5 % of the classroom available time was taken by the teacher and the stu- dents only took 21.6 % of the available time during the interaction in SMA N I Cepu. Meanwhile, during the interaction in SMA N II Cepu the teacher took 69.6 % of the classroom available time while the students only took 22.2 % of the available time. The second result shows that the dominant characteristic of the classroom interaction in SMA N I Cepu was Teacher Talking Time while the dominant characteristic in SMA N II Cepu was Con- tent Cross. Keywords : Classroom Interaction, Flanders Interaction Analyze Categories (FIAC), Teacher Talking Time, Student Talking Time, The Characteristics of Classroom Interaction

scholarly journals COVID-19 Infections Following Physical School Reopening

2020 ◽  
Author(s):  
Oren Miron ◽  
Kun-Hsing Yu ◽  
Rachel Wilf-Miron ◽  
Isaac S. Kohane ◽  
Nadav Davidovitch
Keyword(s):  
High School ◽  
Elementary Schools ◽  
High Schools ◽  
Fold Increase ◽  
School Level ◽  
High School Level ◽  
Incidence Increase

AbstractBackgroundSchool reopened in August-September 2020 and their effect on COVID-19 infections is unclear.MethodsWe examined Coronavirus Disease-19 incidence following school reopening in Florida.ResultsWe found that counties teaching physically had 1.2-fold incidence increase in elementary schools and 1.3-fold increase in high schools, while counties teaching remotely had no increase.ConclusionsOur results suggest that counties teaching physically could consider teaching remotely, especially in high school, until it is safe to teach physically.What was knownSchools reopened in August-September 2020, with some teaching remotely, since the effect of physical reopening on COVID-19 infections is unclear.What we addedcounties teaching physically had 1.2-fold incidence increase in elementary schools and 1.3-fold increase in high schools. This suggests that counties teaching physically could consider teaching remotely instead, especially at the high school level.

Improving the Teaching of High School Mathematics

1941 ◽  
Vol 34 (2) ◽  
pp. 72-75
Author(s):  
Elizabeth Sue Dice
Keyword(s):  
High School ◽  
Elementary Schools ◽  
Secondary Schools ◽  
School Mathematics ◽  
Time Study ◽  
Graduate Schools ◽  
High School Mathematics ◽  
Nursery Schools ◽  
Long Time ◽  
Teaching Of Mathematics

The Texas Section is to be commended for beginning a long-time study of improving the teaching of mathematics in Texas. The teachers of the secondary schools welcome the opportunity to work with the college group. The teachers of the elementary schools are just as interested. The problem of improving the teaching— and the studying—of all subjects is one which should challenge the interest of parents and of teachers from the nursery schools through the graduate schools.

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