Mathematics in the Junior High School: What should be the nature and content of junior high school mathematics?

1955 ◽  
Vol 48 (6) ◽  
pp. 413-415
Author(s):  
William David Reeve
Keyword(s):  
High School ◽  
Junior High School ◽  
Mathematics Teacher ◽  
Junior High ◽  
School Mathematics ◽  
National Council ◽  
Stanford University ◽  
High School Mathematics ◽  
Full Support ◽  
School Movement

I do not think that the various departments, so called, in The Mathematics Teacher are equally interesting or equally valuable, but a new department, introduced in the January, 1955, issue, is one that I think should receive the support of all teachers of mathematics whether or not they are actually members of The National Council of Teachers of Mathematics. I refer, of course, to the new department edited by Kinney and Dawson of Stanford University. It will have my full support because I think that we have made a failure, more or less, of the junior high school movement.

Ninety suggestions on the teaching of mathematics in the junior high school

1961 ◽  
Vol 54 (3) ◽  
pp. 145-148
Author(s):  
Edwin J. Swineford
Keyword(s):  
High School ◽  
Junior High School ◽  
Mathematics Teacher ◽  
Junior High ◽  
School Mathematics ◽  
High School Mathematics ◽  
Check List ◽  
Self Evaluation ◽  
Teaching Of Mathematics

A check list of suggested activities that a junior high school mathematics teacher may use in self-evaluation.

Junior High-School Mathematics in Trenton

1917 ◽  
Vol 10 (2) ◽  
pp. 100-103
Author(s):  
Louise Northwood
Keyword(s):  
High School ◽  
Junior High School ◽  
Junior High ◽  
School Mathematics ◽  
High School Mathematics ◽  
Seventh Grade ◽  
Simple Program ◽  
School Movement

The junior school movement in mathematics, as we see it in Trenton, emphasizes the necessity for, first, a much more simple program below the seventh grade, second, more thorough drill in fundamentals and third, definite testing to determine results.

scholarly journals The Effect of Achievement Motivation and Teacher Participation in Course Teacher Consultations (MGMP) in Dumai, Riau Province

2021 ◽  
Vol 5 (4) ◽  
pp. 652
Author(s):  
Frianita Riswandi Gaban ◽  
Sri Kartikowati ◽  
Elfis Suanto
Keyword(s):  
High School ◽  
Statistical Analysis ◽  
Achievement Motivation ◽  
Mathematics Teachers ◽  
Junior High School ◽  
Mathematics Teacher ◽  
Junior High ◽  
School Mathematics ◽  
Teacher Participation ◽  
High School Mathematics

This research is motivated by the competence of the Mathematics teacher of Dumai Junior High School which is below the national average value. This study aims to analyze how much influence of achievement motivation, teacher participation, and teacher participation in MGMP together on teacher competence. To achieve this goal, this paper used a survey research type with a quantitative approach. The research population was all Mathematics teachers of Dumai for Middle School who had participated in the 2015 UKG, totaling 88 people. With the total sampling technique, the entire population was determined as a sample. The data analysis used is descriptive statistical analysis and inferential statistical analysis. The results showed that there was a positive and significant influence of achievement motivation on the competence of Mathematics teachers by 26.3%. There is a positive and significant effect of teacher participation in the MGMP on the competence of Junior High School Mathematics teacher by 22.5%. There is a jointly significant effect of 30.8% achievement motivation and teacher participation. The achievement motivation variable has a greater influence than the teacher participation variable. This means that the high and low competence of junior high school mathematics teachers in Dumai can be influenced by achievement motivation and teacher participation in MGMP.

Bingtac

1969 ◽  
Vol 16 (4) ◽  
pp. 310-311
Author(s):  
Russell L. Williams
Keyword(s):  
High School ◽  
Junior High School ◽  
Mathematics Teacher ◽  
Junior High ◽  
School Mathematics ◽  
High School Mathematics ◽  
The Past ◽  
Multiplication Facts

During the past few years, I have enjoyed reading THE ARITHMETIC TEACHER and THE MATHEMATICS TEACHER very much. Since I am a junior high school mathematics teacher, there are articles in both magazines that are useful and interesting to me. One such article, which dealt with addition and multiplication facts, was “Yahoo—a Game for Fun and Skill” in the April 1967 issue of THE ARITHMETIC TEACHER.1

Mathematics in the Junior High School: Stimulating interest in junior high mathematics

1959 ◽  
Vol 52 (3) ◽  
pp. 197-201
Author(s):  
Margaret F. Willerding
Keyword(s):  
High School ◽  
Junior High School ◽  
Mathematics Teacher ◽  
Junior High ◽  
School Mathematics ◽  
Main Task ◽  
High School Mathematics ◽  
Primary Level ◽  
High Level ◽  
Achievement Levels

The job of the junior high school mathematics teacher is a very difficult one. His students range in achievement from primary level through senior high level and above. To keep all his students interested—and the main task of any teacher is to make his subject interesting—the junior high mathematics teacher must have materials at hand for all of these achievement levels.

scholarly journals A construct of the instrument for measuring junior high school mathematics teacher's self-efficacy

2017 ◽  
Vol 3 (1) ◽  
pp. 64
Author(s):  
Rachmadi Widdiharto ◽  
Badrun Kartowagiran ◽  
Sugiman Sugiman
Keyword(s):  
High School ◽  
Junior High School ◽  
Mathematics Teacher ◽  
Self Efficacy ◽  
Junior High ◽  
Teaching Efficacy ◽  
Second Order ◽  
School Mathematics ◽  
High School Mathematics ◽  
First Order

The aim of this study was to develop a construct of the instrument for junior high school mathematics teacher self-efficacy and its mapping in the Special Region of  Yogyakarta. The population was 816 junior high mathematics teacher and a sample of 274 teachers was selected through proportionate random sampling technique. The data were analyzed using Confirmatory Factor Analysis (CFA), using software Lisrel 8.80 through the first order and the second order stages. The result of data analysis toward four dimensions obtained: 11 fit items for dimension of personal efficacy (PE), 12 fit items for dimension of general teaching efficacy  (GTE), 13 fit  items for dimension of subject matter teaching efficacy (STE), and 8 fit items for dimension of outcome efficacy (OE). Afterward, the result of selecting 54 items in the first order stage was examined for the second order CFA which obtained Chi-Square = 297.58; df = 271; p-value = 0.12824; RMSEA = 0.019, which showed the model was fit to the data and obtained 25 fit items.  The loading factors for each dimension PE, GTE, STE, and OE consecutively were: 0.46; 0.84; 0.89, and 0.92, and mapping of mathematics teacher self-efficacy level, which showed: 43.07% in low category, 55.47% in medium category (55.47%) and 1.46% in the high category.

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