Meaningful Symbols as a Better Preparation For Junior and Senior High School Mathematics

1939 ◽  
Vol 32 (4) ◽  
pp. 169-171
Author(s):  
Myrtle Duncan
Keyword(s):  
High School ◽  
Secondary School ◽  
General Education ◽  
Secondary Mathematics ◽  
School Curriculum ◽  
School Level ◽  
High School Mathematics ◽  
High School Level ◽  
Education Association ◽  
Secondary School Curriculum

In the tentative report entitled “Mathematics in General Education,” The Commission on the Secondary School Curriculum of the Progressive Education Association emphasizes the importance of teaching symbolism in secondary mathematics and states that it seldom receives enough attention before the student reaches the high school level.

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.

Where the Importance of Mathematics Need Not Be Taught

1941 ◽  
Vol 34 (5) ◽  
pp. 212-213
Author(s):  
Edna M. Jones
Keyword(s):  
Secondary Education ◽  
Secondary School ◽  
General Education ◽  
Subject Matter ◽  
Progressive Education ◽  
School Curriculum ◽  
Joint Commission ◽  
Education Association ◽  
Secondary School Curriculum ◽  
The Subject

The imperative need for relating mathematics to other subjects without devoting courses merely to the practical, social and business aspects of the subject has been significantly stressed in the national reports of both the Joint Commission on the Place of Mathematics in Secondary Education and the Progressive Education Association on mathematics in General Education. In most place our subject matter is on trial for its places in the secondary school curriculum. But there are exceptions.

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.

Finding the connections between a high-school chemistry curriculum and nano-scale science and technology

2017 ◽  
Vol 18 (4) ◽  
pp. 903-922 ◽  
Author(s):  
Ron Blonder ◽  
Sohair Sakhnini
Keyword(s):  
High School ◽  
Science And Technology ◽  
School Curriculum ◽  
School Level ◽  
Chemistry Curriculum ◽  
High School Chemistry ◽  
High School Level ◽  
Nano Scale ◽  
Chemistry Research ◽  
Chemical Concepts

The high-school chemistry curriculum is loaded with many important chemical concepts that are taught at the high-school level and it is therefore very difficult to add modern contents to the existing curriculum. However, many studies have underscored the importance of integrating modern chemistry contents such as nanotechnology into a high-school curriculum. When students are exposed to nanotechnology, they perceive chemistry as more relevant to their life, and more modern than the chemistry they usually study at school, and consequently, their continuous motivation to study chemistry and related subjects increases. In the current study we identified topics in the high-school chemistry curriculum in Israel into which the essential nano-scale science and technology (NST) concepts can be integrated. Insertion points for all 8 NST essential concepts were found. We discuss the importance of ways in which chemistry educators can implement the results for updating the chemistry curriculum, thus making it more modern and relevant to the actual chemistry research that is conducted.

scholarly journals Evaluation of Lesson Study on Lines and Angles

2020 ◽  
Vol 3 (01) ◽  
pp. 42-50
Author(s):  
Ke Yan ◽  
Hui Deng ◽  
Zhouli Huang
Keyword(s):  
High School ◽  
Junior High School ◽  
Lesson Study ◽  
Junior High ◽  
School Level ◽  
Traditional Teaching ◽  
Mathematical Software ◽  
High School Mathematics ◽  
High School Level ◽  
Development Methods

The intersection of two lines was studied in grade 7, junior high school. This geometry material is very important, as the basic 3 dimensions that students will learn at the high school level. Exploring and persuading the two properties of vertical lines is the most difficult thing in teaching. Traditional teaching uses methods such as observation, drawing, measurement, and comparison to derive the properties of vertical lines, and expresses the properties of vertical lines in finer words, which easily create greater difficulty for students to understand. This research uses research and development methods, tries to use mathematical software to teach lines and angles and optimizes the basic concept of lines and angles. The results of this study provide specific references to the graphs and geometry of junior high school mathematics.

The Success of Collaboration Resource Programs for Students with Disabilities in Grades 6 Through 8

1995 ◽  
Vol 16 (2) ◽  
pp. 79-89 ◽  
Author(s):  
BELINDA DUNNICK KARGE ◽  
MELINDA McCLURE ◽  
PATRICIA L. PATTON
Keyword(s):  
High School ◽  
General Education ◽  
Students With Disabilities ◽  
Junior High School ◽  
Junior High ◽  
School Level ◽  
School Site ◽  
High School Level ◽  
Collaboration Model ◽  
Pull Out

This study examined collaboration practices of resource programs at middle/junior high school levels in southern California.' Participants were 124 resource teachers from 69 schools responding to a survey that asked about the collaboration model at their school site. Results indicate that resource programs at the middle/junior high school level are a combination of collaboration and traditional pull-out models. The majority of teachers viewed the collaboration model positively. Administration support was evident. Teacher attitude and teacher personality were ranked as more important than the degree of severity of the student's disability as important factors for a successful collaboration model. These results may have important implications for policy decisions regarding integration of students with disabilities into general education programs.

Modern mathematics and the secondary school curriculum

1955 ◽  
Vol 48 (6) ◽  
pp. 386-393
Author(s):  
E. P. Northrop
Keyword(s):  
High School ◽  
Secondary School ◽  
School Curriculum ◽  
High School Curriculum ◽  
Secondary School Curriculum ◽  
Modern Mathematics

This article underlines the current dissatisfaction with the high school curriculum and, at the same lime, offers a few pointers for the next steps to be taken.

Students Become Math-Minded through league Influence

1971 ◽  
Vol 64 (3) ◽  
pp. 245-246
Author(s):  
Martha Ann McCormick
Keyword(s):  
High School ◽  
High Schools ◽  
Effective Teaching ◽  
Mathematics Teachers ◽  
School Mathematics ◽  
School Level ◽  
High School Mathematics ◽  
High School Level ◽  
The Road ◽  
On The Road

Can a college stimulate interest in mathematics in the high schools of its area? Can it, encourage more effective teaching at the high school level? Can it create rapport between the high school mathematics teachers and the college mathematics staff? We at Missouri Southern College believe the answer is YES ! We feel the MSC Math League has started us well on the road to achievement of these goals.

Soundoff: Developmental-Studies Mathematics: Developmental or Review?

1986 ◽  
Vol 79 (6) ◽  
pp. 402-403
Author(s):  
John T. Gordon
Keyword(s):  
High School ◽  
Community College ◽  
Secondary School ◽  
Major Part ◽  
School Curriculum ◽  
Colleges And Universities ◽  
Developmental Studies ◽  
College Level ◽  
Secondary School Curriculum ◽  
College Bound Students

Developmental-studies mathematics is the set of skills that students must possess if they are to be sucessful in beginning college-level mathematics. In most colleges and universities, elementary algebra from the secondary school curriculum is a major part of developmental-studies mathematics. Some arithmetic, or some intermediate algebra, or some of both is also commonly included. Although this content is studied by most college-bound students before they enter their last two years of high school, over 60 percent of all students nationally who enter a community college are required to take developmental-studies mathematics (Griffin 1981). Similarly, in many of the larger universities, this statistic is over 50 percent (Whitesitt 1982).

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