Editorials: How Important Is Mathematics?

1942 ◽  
Vol 35 (5) ◽  
pp. 224-227
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Middle Group ◽  
The Subject ◽  
Poor Teaching

There has been a great deal of discussion lately about the importance of mathematics in the secondary schools of this country. If you have never failed the subject or have never had any unfortunate experience with arithmetic, a lgebra, geometry, or any other branch of mathematics, you may be inclined to agree with those who say that mathematics is an important subject which should be made available (though not necessarily required) throughout t he secondary school. If, however, because of failure or poor teaching, or mere lack of interest, you have not seen any of the beauties of mathematics, you will probably agree with those who say that mathematics beyond the bare essentials of arithmetic should not be included, much less required, in the secondary school. There may be a middle group who, neither hating nor liking the subject, may take sides with either one of the groups mentioned above.

scholarly journals Aperçu Sur La Place De La Demarche D’investigation En Sciences Experimentales Dans L’enseignement Du Secondaire Qualifiant Cas De L’academie De La Ville De Fes

2017 ◽  
Vol 13 (7) ◽  
pp. 159
Author(s):  
Ihsane Kouchou ◽  
Fatiha Kaddari ◽  
Nezha Bennis ◽  
Rida Hajji Hour ◽  
Asmae Bouayad
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Exploratory Study ◽  
Secondary School Teachers ◽  
Earth Science ◽  
School Teachers ◽  
The Subject ◽  
Investigative Approach ◽  
Investigation Process ◽  
Research Studies

The investigative approach (DI) demonstrates more and more its potential in teaching. Indeed, it enables students to develop skills, attitudes and interests, which are necessary to live in a society increasingly dependent on the applications of science. This study falls within the framework of research studies questioning the application of the investigative approach in the teaching of science in Morocco. In this work, we aim to highlight the representations of secondary school teachers about the concept of investigative approach, see whether this approach is adopted or not in the teaching of experimental sciences disciplines (Science of life and earth, Science of physics and chemistry) and determine the constraints and the obstacles to its implementation. In order to achieve these objectives, a questionnaire was drawn up and was the subject of an exploratory study among 45 teachers of experimental sciences practicing in different secondary schools in Fez city. The results of this survey reveal, firstly, that the teachers questioned seem to have confusions about the investigation process and secondly, they highlight the presence of a set of constraints and difficulties which prevent its application in the classroom.

Secondary School Students’ Opinions on the Selected Problems at PE Lessons

2014 ◽  
Vol 23 (1-2) ◽  
pp. 39-58
Author(s):  
Branislav Antala ◽  
Jaromír Šimonek ◽  
Natália Czaková
Keyword(s):  
Physical Education ◽  
Young People ◽  
Secondary School ◽  
Secondary Schools ◽  
Secondary School Students ◽  
Research Paper ◽  
School Students ◽  
The Subject ◽  
The Difference

Abstract Research paper deals with the opinions of students of secondary schools on physical education lessons at school. The aim was to find out various aspects of education such as popularity, demandingness, importance of the subject, feelings and emotions during PE lessons, and sport preferences of young people. The results have shown that the opinions of students on popularity, significance, talent, motivation and effort exerted during PE lessons were more positive than negative. Boys stated that they consider the subject not difficult, popular, and they show effort at lessons. Girls stated that the subject is not demanding, popular, but in a smaller degree than boys. Girls marked the subject as less importantn they show less talent for it and are less motivated for it than boys. As to boys, PE & Sport lessons evoke always or mostly emotions, while the answers of girls oscillated between mostly emotional, sometimes emotional or sometimes unemotional. Difference between the answers of boys and girls was statistically significant on the level of p<0,05. The answers of boys and girls to the question concerning cancellation of a PE lesson were oscillating between the values 2 and 3 (I am often happy; my opinion is indifferent), despite the fact that they stated in the questionnaire that they mostly feel well at PE lessons. The difference between both genders is statistically significant on the level of p<0,05. The answers of boys and girls to the question concerning satisfaction with the content of PE lessons oscillated between the values 2 and 3 (satisfied; partially satisfied, partially not satisfied). Generally we can state that the answers of students were more positive than negative. The difference between the answers of both genders is not statistically significant on the level of 0,05 (p=0,07). The answers to the question concerning the quality of PE lessons oscillated between the values 2-3 (mostly of good quality, changing quality). Boys presented a little more positive answers than girls, however, the difference between both genders is not statistically significant on the level of 0,05 (p=0,411).

Exploitation of Video Interaction Guidance in the Development of Professional Competencies of Teachers of Practical and Vocational Subjects

2013 ◽  
Vol 3 (3) ◽  
pp. 23-44
Author(s):  
Marie Horáčková ◽  
Petra Kadlecová
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Communication Skills ◽  
Bachelor's Degree ◽  
Professional Competencies ◽  
Short Term ◽  
Field Of Study ◽  
Communication Competencies ◽  
The Subject

The paper presents a method of video interaction guidance as a tool for short-term interventions expanding client’s communication competencies and its application in the preparation of teachers of secondary schools. The video interaction guidance is used to develop communication skills of students in bachelor’s degree Specialization in pedagogy in the field of study Teaching practical and vocational subjects. The method was employed by several students of the subject Pedagogical communication, a course aiming at introducing communication between a teacher and a pupil of secondary school. A case study illustrating the progress of cooperation is presented at the end of the paper.

scholarly journals Subject domain differences in secondary school teachers' attitudes towards grouping pupils by ability

2008 ◽  
Vol 40 (2) ◽  
pp. 369-387
Author(s):  
Susan Hallam ◽  
Judith Ireson
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Ability Grouping ◽  
Secondary School Teachers ◽  
Foreign Languages ◽  
Teaching English ◽  
School Teachers ◽  
Business Studies ◽  
The Subject ◽  
Teachers Attitudes

Previous research has revealed that teachers' attitudes to ability grouping are influenced by the type of ability grouping adopted in the school where they teach. This research aimed to compare the attitudes of teachers of different subjects teaching low, high or mixed ability classes in years 7 to 9 in 45 secondary schools. Over 1500 teachers from 45 secondary schools, with a range of subject specialisms completed a questionnaire which elicited their responses to statements of beliefs about ability grouping and its effects. Teachers of mathematics and modern foreign languages were more in favour of structured ability grouping than those teaching English and humanities. Science, arts and PE, and ICT, design and business studies teachers expressed intermediate attitudes. Attitudes were determined in part by conceptions of the nature of the subject but also by the type of ability groupings adopted by the school in which they taught. In taking decisions about the type of ability grouping to adopt consideration needs to be given to the nature of the subject matter to be taught and the attitudes of the teachers who teach that subject.

scholarly journals Design and Technology in Malaysian Secondary Schools: A Perspective on Challenges

2022 ◽  
Vol 7 (1) ◽  
pp. 335-351
Author(s):  
Gloria Ajit ◽  
Terry Lucas ◽  
Ringah Kanyan
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Teaching And Learning ◽  
Design And Technology ◽  
Structured Interviews ◽  
School Students ◽  
Early Implementation ◽  
Teachers And Students ◽  
Implementation Stages ◽  
The Subject

Design and Technology (D&T) is a relatively new curriculum in Malaysian secondary schools. The basic idea of a design-based curriculum is to facilitate deeper learning for learners to design and develop knowledge and application. However, knowing how design-based education is employed in schools is crucially essential. Therefore, this study aimed to obtain insights into the D&T curriculum implementation from students and teachers’ viewpoints. The study involved semi-structured interviews with four teachers and five secondary school students. Interviews were transcribed verbatim, while conclusions were drawn based on theme analysis. The findings indicated that students and teachers recognised the purpose and direction of the D&T curriculum. Nevertheless, challenges exist in various aspects, as the subject is still in the early implementation stages. Challenges such as teachers’ knowledge and skills, students’ lack of understanding in abstract topics and insufficient facilities, equipment, and resources offer opportunities for researchers to explore relevant approaches to assist teachers and students in teaching and learning. Previous studies demonstrated the effectiveness of technology-assisted interventions to ease and overcome problems involving cost and time constraints. Thus, suitable technology-assisted strategies should be developed and utilised to facilitate the students’ abstract details visualisation in technological application topics.

Is the Average Secondary School Pupil able to Acquire a Thorough Knowledge of all the Mathematics Ordinarily Given in these Schools?

1911 ◽  
Vol 3 (3) ◽  
pp. 101-128
Author(s):  
Eugene R. Smith ◽  
Maurice J. Babb ◽  
I. J. Schwatt
Keyword(s):  
College Student ◽  
Secondary School ◽  
Secondary Schools ◽  
Mathematical Knowledge ◽  
Secondary Mathematics ◽  
College Teachers ◽  
Actual Knowledge ◽  
School Pupil ◽  
The Subject ◽  
Teaching Of Mathematics

Before taking up the subject of our discussion, I ought to state that it has always been with the greatest reluctance that I have felt constrained to criticise the teaching of mathematics in the elementary and secondary schools. The reason for my reluctance is the inequity of the situation. We college teachers have an opportunity to test the knowledge of many who have been taught in the elementary and secondary schools, and on the results of this test, our favorable or unfavorable criticism is based. But the inequity exists because we college teachers constitute ourselves a court of last resort, so to speak. True enough, the college student will be judged by the mental capabilities which he possesses, but very few of them will have to show how much actual knowledge of mathematics they have gained while under our instruction. If we college teachers are unsuccessful with the student, we have the defense that he came to us not fully prepared and that the foundation of his mathematical knowledge was not strong enough to put the superstructure on. However, I feel that there is as much need for improvement in the course of study and the method of teaching of college mathematics as there is of the elementary and secondary mathematics.

scholarly journals Credible Subject Or Callow Intruder? Social Studies in the Secondary School

2013 ◽  
Author(s):  
Rowena Taylor
Keyword(s):  
New Zealand ◽  
Social Studies ◽  
Secondary School ◽  
Secondary Schools ◽  
Development Model ◽  
The Status ◽  
The Subject

After a chequered history, social studies is now developing a higher profile and greater credibility in secondary schools, the defining factor being its inclusion for national qualifications since 2002. This article links the progress of social studies in New Zealand secondary schools to the three stage subject development model postulated by Layton in England. It is argued that Layton’s descriptors of a mature subject have mostly been achieved, despite predictions to the contrary by Openshaw and Archer (1992) and Barr (2000). However, there is still much work to be done to sustain and enhance the status and credibility of the subject.

scholarly journals Perceived Causes of Students’ Poor Performance in Mathematics: A Case Study at Ba and Tavua Secondary Schools

2021 ◽  
Vol 7 ◽  
Author(s):  
Samlesh Chand ◽  
Kaylash Chaudhary ◽  
Avinesh Prasad ◽  
Vishal Chand
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Primary School ◽  
Mathematics Teachers ◽  
Mathematics Curriculum ◽  
Poor Performance ◽  
School Teachers ◽  
The Subject ◽  
Achievement In Mathematics ◽  
School Heads

Poor achievement in mathematics is an issue of great concern for many countries across the globe. Fiji is one of the countries in the South Pacific experiencing the same trends, pressures, and concerns. This study aims to seek the views of stakeholders (students, teachers, heads of departments, and school heads) with regards to the causes of poor achievement in mathematics at the senior grades of secondary schools in the districts of Ba and Tavua, Fiji. A descriptive design using both quantitative and qualitative approaches were utilized whereby data were collected from 201 upper secondary school respondents comprising 171 students, 16 mathematics teachers, 7 department heads, and 7 school heads from seven randomly selected schools in the districts of Ba and Tavua. The study found that the students had a negative attitude toward mathematics. It was also found that an ineffective mathematics curriculum in secondary schools was the reason behind poor performance in the subject. Moreover, many of the primary school teachers lacked potential and competence to teach mathematics at primary school levels, and this largely contributed toward the lack of interest amongst students, hence translating into poor achievement at both upper and lower secondary levels. On the other hand, however, it was gathered that secondary school teachers were rather positive, good quality, performing, and fully qualified as far as the teaching of mathematics and delivery of the subject matter was concerned. Review and amendments to the year 12 and 13 mathematics curriculum, use of technologies to teach mathematics, improving the quality of primary school mathematics teachers, reducing the emphasis on exams, introducing internal assessments, projects, and field work in the mathematics curriculum were a few of the significant recommendations made from this study.

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