News Notes

1928 ◽  
Vol 21 (2) ◽  
pp. 116-117
Keyword(s):  
High School ◽  
Functional Analysis ◽  
Junior College ◽  
Ninth Grade ◽  
Plane Geometry ◽  
John Adams ◽  
The Third ◽  
Ann Arbor ◽  
Unit Of Work ◽  
Cleveland Ohio

The meeting was called to order by the chairman, Joseph A. Nyberg. Hyde Park High School, Chicago. In the absence of the secretary, Margaret Dady, Waukegan Township High School, Waukegan, Illinois, the chairman appointed Edwin W. Schreiber of Ann Arbor as secretary pro tempore, who read the minutes of the 1926 meeting held at Crane Junior College, Chicago. Mr. Nyberg then introduced Miss Hildegarde Beck, Northwestern High School, Detroit, who presented a paper entitled: “Adjustinst the Course of Study in Ninth Grade Mathematics to the Ability of thePupil.” Mr. Charles A. Stone, University High School, Cllicago, followed with a paper on: “Functional Analysis of a Unit of Work in Ninth Grade: Mathematics.” The third paper was presented by Mr. Fred A. Burroughs, John Adams lligh School, Cleveland, Ohio, entitled: “An Investigation of Achievements in Plane Geometry.”

A Reorganization of Geometry for Carryover

1941 ◽  
Vol 34 (4) ◽  
pp. 151-154
Author(s):  
Harold D. Aten
Keyword(s):  
High School ◽  
Plane Geometry ◽  
College Entrance ◽  
Series Form ◽  
American Council ◽  
The Third ◽  
Tenth Grade ◽  
College Entrance Requirements ◽  
Experimental Group ◽  
Geometry Test

“I enrolled in this course merely to complete the college entrance requirements … Now I wish that I could study geometry all the rest of the time I am in high school.” The fifteen-year-old writer of the preceding statement had little interest or ability in mathematics. Early in the course he tried to explain a postulate by a highly-prized “picture of one.” With I.Q. (Terman) 98, he ranked in the third quartile of eighty-five tenth grade pupils who formed our experimental group. He kept a detailed notebook of theorems and daily assignments, written up in his own words. At the end of the year he confided that he had never seen inside a geometry book. He took the Cooperative Plane Geometry test, Revised Series Form Q, of the American Council of Education with a score of 25.5, about 40 per cent above the standard for the country as a whole.

The Slide Rule in the Junior College

1933 ◽  
Vol 26 (5) ◽  
pp. 292-295
Author(s):  
W. W. Gorsline
Keyword(s):  
High School ◽  
Junior High School ◽  
Junior High ◽  
Junior College ◽  
Senior High School ◽  
Slide Rule ◽  
Square Roots ◽  
The Third

The Program of this meeting was composed of three papers on the following subjects: The Slide Rule in the Junior High School, The Slide Rule in the Senior High School, and The Slide Rule in the Junior College. The first paper advocated that the slide rule should be studied in the seventh, eighth and ninth grades. No explanation of the foundation principles of logarithms was mentioned, and only the simplest operations of multiplication, division, proportion, squares and square roots were explained. If the student starts to study an instrument when he is young, even though he doesn't understand all the reasons, he will be ready for the further study of the foundation principles upon which the slide rule is based when be gets to the senior high school and junior college. When the pupil begins the study of logarithms in the third year of high school then he will be ready to understand fully all the reasons for any procedure with the slide rule.

The Case for General Mathematics

1922 ◽  
Vol 15 (7) ◽  
pp. 381-391
Author(s):  
William David Reeve
Keyword(s):  
High School ◽  
Scientific Data ◽  
Plane Geometry ◽  
First Year ◽  
Traditional Methods ◽  
Traditional Practice ◽  
The Third ◽  
Teaching Algebra ◽  
Second Year ◽  
Made In

I shall not attempt, in this paper, to discredit our traditional methods of teaching algebra in the first year of the high school, followed by plane geometry in the second year, intermediate algebra in the third year, and so on. I say this in spite of the fact that much of our traditional practice and the accompanying results might justify one in so doing. In short, I am not interested in a destructive type of criticism of past methods with a view to setting up new bits of content (or at least reorganized content) and technique of procedure. Certainly, I should not favor a method which would seem to be attempting to force any set program upon the teaching body. The best progress is not made in that way. With many teachers of mathematics, the traditional order of treatment, if not the traditional methods, will prevail. Moreover, this will he true even after much experience and available scientific data may make a trial of some form of reorganized content and methods seem wise and feasible.

Individual Work in Plane Geometry

1930 ◽  
Vol 23 (3) ◽  
pp. 155-160
Author(s):  
Jas. H Zant
Keyword(s):  
High School ◽  
Mathematics Teacher ◽  
Ninth Grade ◽  
The State ◽  
Plane Geometry ◽  
Text Book ◽  
Teachers College ◽  
Individual Work ◽  
Individual Instruction ◽  
Work Done

In the October 1929 number of the Mathematics Teacher there appeared a report of individual work done in ninth grade algebra1. The following report may be of interest as a description of an attempt to teach plane geometry by an individual instruction method. It was used in the Russell High School of the Southeastern State Teachers College, Durant, Oklahoma during the winter and spring of 1927-28. The class used was composed of about twentyfive members which were all the pupils taking geometry in this particular school. The text book in use was the state adopted text of Oklahoma, Newell and Harper's Plane Geometry, published by RowPeterson and Company.

THE EFFECT OF APPLYING DEMONSTRATION METHOD ON STUDENTS’ ACHIEVEMENT IN SPEAKING SKILL AT THE THIRD GRADE OF SMK PAB 3 MEDAN ESTATE

2015 ◽  
Vol 4 (2) ◽  
Author(s):  
Meryanti Napitupulu And Anni Holila Pulungan
Keyword(s):  
High School ◽  
Control Group ◽  
Vocational High School ◽  
Control Groups ◽  
Speaking Test ◽  
The Third ◽  
Speaking Skill ◽  
The Subject ◽  
And Control ◽  
Experimental Group

This study was conducted as an attempt to discover the effect of applying Demonstration Method on students’ achievement in speaking skill. It was an experimental research. The subject was students of Grade XII, Vocational High School (Sekolah Menengah Kejuruan: SMK), which consisted of 79 students. The research was divided into two groups: experimental and control groups. The instrument used to collect the data was speaking test. To obtain the reliability of the test, the writer applied Kuder Richardson 21 formula. The result of the reliability was 0.7, and it was found that the test was reliable. The data were analyzed by using t-test formula. The analysis showed that the scores of the students in the experimental group were significantly higher than the scores of the students in the control group at the level of significant m = 0.05 with the degree of freedom (df) 77, t-observed value 8.9 > t-table value 1.99. The findings indicate that using Demonstration Method significantly affected the students’ achievement in speaking skill. So, English teachers are suggested to use Demonstration Method in order to improve students’ achievement in speaking skill.

scholarly journals A Choice Too Far: Transit Difficulty and Early High School Transfer

2020 ◽  
pp. 0013189X2094950 ◽  
Author(s):  
Marc L. Stein ◽  
Julia Burdick-Will ◽  
Jeffrey Grigg
Keyword(s):  
High School ◽  
Travel Time ◽  
Administrative Data ◽  
Public Transportation ◽  
School System ◽  
Ninth Grade ◽  
Public School System ◽  
Baltimore City ◽  
School Transfer ◽  
The Relationship

The challenge of a long and difficult commute to school each day is likely to wear on students, leading some to change schools. We used administrative data from approximately 3,900 students in the Baltimore City Public School System in 2014–2015 to estimate the relationship between travel time on public transportation and school transfer during the ninth grade. We show that students who have relatively more difficult commutes are more likely to transfer than peers in the same school with less difficult commutes. Moreover, we found that when these students change schools, their newly enrolled school is substantially closer to home, requires fewer vehicle transfers, and is less likely to have been included among their initial set of school choices.

scholarly journals On Track or Derailed? Race, Advanced Math, and the Transition to High School

2021 ◽  
Vol 7 ◽  
pp. 237802312098029
Author(s):  
Yasmiyn Irizarry
Keyword(s):  
High School ◽  
Middle School ◽  
Longitudinal Study ◽  
Ninth Grade ◽  
Transition To High School ◽  
Performance Factors ◽  
Recent Scholarship ◽  
Racial Gaps ◽  
Accelerated Math ◽  
Research And Policy

Recent scholarship has examined how accelerated math trajectories leading to calculus take shape during middle school. The focus of this study is on advanced math course taking during the critical yet understudied period that follows: the transition to high school. Data from the High School Longitudinal Study of 2009 are used to examine advanced math course taking in ninth grade, including both track persistence among students who took advanced math in middle school and upward mobility among students who took standard math in middle school. Results reveal sizable racial gaps in the likelihood of staying on (and getting on) the accelerated math track, neither of which are fully explained by prior academic performance factors. Interactions with parents and teachers positively predict advanced math course taking. In some cases, interactions with teachers may also reduce inequality in track persistence, whereas interactions with counselors increase such inequality. Implications for research and policy are discussed.

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