The Curriculum of Mathematics in Secondary Schools

1913 ◽  
Vol 5 (4) ◽  
pp. 214-217
Author(s):  
G. W. Evans
Keyword(s):  
High School ◽  
Elementary School ◽  
Secondary Schools ◽  
Plane Geometry ◽  
Mathematical Science ◽  
School Work ◽  
School Subjects ◽  
Perfect Continuity

The high-school subjects in mathematics are algebra and plane geometry. Changes in content or in method, if any, should be made for purposes that may be enumerated as follows: first, to secure more perfect continuity with the elementary school work; second, to prepare more perfectly for comprehension of mathematical science in general; third, to secure the pupil’s spontaneous interest by giving him as wide command as possible of such utilitarian problems as are likely to enlist his ambition.

EDUCATIONAL TIDBITS

PEDIATRICS ◽  
1991 ◽  
Vol 88 (5) ◽  
pp. A57-A57
Author(s):  
J. F. L.
Keyword(s):  
High School ◽  
Elementary School ◽  
Secondary Schools ◽  
Private Schools ◽  
Private School ◽  
Catholic Schools ◽  
Religious Schools ◽  
School Students ◽  
School Population ◽  
Private High School

Of an estimated 46 million students enrolled in elementary and secondary schools in fall 1989, about 12 percent were at private schools. More than half of private school students attend Catholic schools, while about a third are enrolled in other religious schools. Nonsectarian schools account for 14 percent of the private-school population. Most private school students are enrolled in elementary school, while a sixth attend private high school. About a third attend private schools that combine elementary and secondary.

Advantages of A General Course in Mathematics for the First Two Years in High School

1923 ◽  
Vol 16 (7) ◽  
pp. 421-424
Author(s):  
Louis A. McCoy
Keyword(s):  
High School ◽  
Subject Matter ◽  
Plane Geometry ◽  
School Work ◽  
Solid Geometry ◽  
One Year

Shall we have a general course in mathematics for the first two years in high school, or shall we stick to the time-honored one year of algebra and one year of plane geometry? By the general course we mean a course, unified as far as possible from the standpoint of subject-matter, coherently connected, and consisting of some arithmetic, some algebra, some plane geometry, a little solid geometry, and the idea and the use of the function in numerical trigonometry. If there be any justification for such a course, it must be that it can do more for a pupil, give him better equipment, and more power, so that he can take his place as an intelligent member of the community if he should leave school, or be a greater aid to him should he continue his school work in preparation for college.

A geometry course for elementary teachers

1973 ◽  
Vol 20 (6) ◽  
pp. 457-467
Author(s):  
Marilyn J. Zweng
Keyword(s):  
High School ◽  
Elementary School ◽  
Elementary Teachers ◽  
Elementary School Teachers ◽  
Euclidean Plane ◽  
Plane Geometry ◽  
Coordinate Plane ◽  
School Teachers ◽  
Mathematics Educators

Mathematics educators generally agree that elementary school teachers should know “something” about geometry. There is little agreement, though, about what that “something” ought to be. If one were to use the textbooks which claim to provide a course in “Geometry for Elementary Teachers” as a guide, we might conclude that the course should be a rehash of the synthetic Euclidean plane geometry of the high school with one chapter on the geometry of the coordinate plane tossed in for flavoring. There arc a couple of notable exceptions to this generalization, but these exceptions, which are in fact quite different from the course described above, do not have an apparent underlying scheme or intent.

The Forum: What Should Become of the High School Geometry Course?: An Improved Year of Geometry

1972 ◽  
Vol 65 (2) ◽  
pp. 103a-181
Author(s):  
Bruce E. Meserve
Keyword(s):  
High School ◽  
Secondary Schools ◽  
Basic Problem ◽  
Plane Geometry ◽  
Sufficient Time ◽  
High School Geometry ◽  
New Approaches ◽  
School Geometry ◽  
Three Space

Geometry in secondary schools has evolved during the last few years so that the use of coordinates has become respectable and the use of vectors is beginning to gain acceptance. There still remains the basic problem of finding sufficient time to consider the topics from the traditional full year of plane geometry, an introduction to the geometry of three space, an introduction to coordinate methods of proof, and an introduction to vector methods of proof. There are also suggestions that many traditional topics of geometry be jettisoned and that other new approaches to geometry be included.

Orosensory Perception, Speech Production, and Deafness

1973 ◽  
Vol 16 (2) ◽  
pp. 257-266 ◽  
Author(s):  
Milo E. Bishop ◽  
Robert L. Ringel ◽  
Arthur S. House
Keyword(s):  
High School ◽  
Speech Production ◽  
Poor Performance ◽  
Normal Hearing ◽  
The Other ◽  
Functional Disorders ◽  
Form Discrimination ◽  
School Subjects ◽  
Oral Form ◽  
Similarities And Differences

The oral form-discrimination abilities of 18 orally educated and oriented deaf high school subjects were determined and compared to those of manually educated and oriented deaf subjects and normal-hearing subjects. The similarities and differences among the responses of the three groups were discussed and then compared to responses elicited from subjects with functional disorders of articulation. In general, the discrimination scores separated the manual deaf from the other two groups, particularly when differences in form shapes were involved in the test. The implications of the results for theories relating orosensory-discrimination abilities are discussed. It is postulated that, while a failure in oroperceptual functioning may lead to disorders of articulation, a failure to use the oral mechanism for speech activities, even in persons with normal orosensory capabilities, may result in poor performance on oroperceptual tasks.

Effect of Engineering Education by Science Classroom for High School, Junior High School and Elementary School Students

2010 ◽  
Vol 130 (1) ◽  
pp. 95-102 ◽  
Author(s):  
Kazuto Yukita ◽  
Tokimasa Goto ◽  
Katsunori Mizuno ◽  
Hiroyuki Nakano ◽  
Katsuhiro Ichiyanagi ◽  
...  
Keyword(s):  
High School ◽  
Elementary School ◽  
Engineering Education ◽  
Elementary School Students ◽  
Junior High School ◽  
Junior High ◽  
Science Classroom ◽  
School Students

THE READABILITY OF READING TEXTS IN ENGLISH TEXTBOOK FOR GRADE VIII STUDENTS OF SMP NEGERI 1 KABANJAHE 2016/2017

2017 ◽  
Vol 6 (3) ◽  
Author(s):  
Rinaldi Masda Syahputra And Johan Sinulingga
Keyword(s):  
High School ◽  
Elementary School ◽  
High School Students ◽  
School Students ◽  
10Th Grade ◽  
8Th Grade ◽  
English Textbooks ◽  
Readability Formula ◽  
Reading Texts

This research analyzed the readability of reading texts taken from English textbooks for grade VIII students of SMP Negeri 1 Kabanjahe of 2016/2017 entitled English in Focus published by Pusat Perbukuan Departemen Pendidikan Nasional. Being important a textbook as the most used in sources of a class, textbook should be readable and appropriate for the students especially for the reading texts inside it. The goal of this research was to find out how is the readability of those reading texts in the textbook.To describe and investigate the readability, this research used a readability formula measurement called SMOG Grading Formula which is found by G. Harry Mc. Laughlin. The source of the data were 20 reading texts taken randomly from English in Focus textbook.The major findings of the study showed that the readability of 20 reading texts were in the variety level for students within 5th elementary school to the 10th grade high school students level, and it found that 13 of 20 reading texts or about 65% of the data are appropriate for the 8th grade students who are the user of the book. Meanwhile, this research also found reading texts which are not appropriate for the students. There are 3 reading texts are too easy and 4 are too difficult for them. So, 35% reading texts in the data is not appropriate for 8th grade students.

KEMAMPUAN GURU BAHASA INDONESIA DALAM MENYELESAIKAN SOAL UKBI DI PEKANBARU

2017 ◽  
Vol 5 (2) ◽  
pp. 147
Author(s):  
Elvina Syahrir
Keyword(s):  
High School ◽  
Elementary School ◽  
Language Proficiency ◽  
Junior High School ◽  
Proficiency Test ◽  
Senior High School ◽  
Language Teachers ◽  
National Examination ◽  
Language Proficiency Test ◽  
Bahasa Indonesia

This study was motivated by the low score of the students‘ Indonesian language in national examination that were certainly correlated with the Indonesian language teachers‘ competences. The Indonesian language techers‘ competences can be observed in doing the Indonesian language proficiency test. This study was aimed to determine the Indonesian language teachers‘ capabilities indoing UKBI and to describe about it. The data obtained describe that the Indonesian language teachers of Senior High School (SMA) have the highest scores, then the Indonesian language teachers of Junior High School (SMP), and the last ones were the teachers of elementary school (SD). Moreover, among the Indonesian language techers‘ capabilities of SMA, SMP, and SD in doing UKBI have not shown the significant differences.AbstrakPenelitian ini dilatarbelakangi oleh rendahnya nilai Ujian Nasional (UN) bahasa Indonesia siswa yang tentunya berkorelasi dengan kompetensi guru bahasa Indonesianya. Kompetensi guru bahasa Indonesia dapat terlihat dari Uji Kemahiran Berbahasa Indonesia (UKBI). Penelitian ini bertujuan untuk mengetahui kemampuan guru bahasa dan sastra Indonesia di Pekanbaru dalam menyelesaikan soal UKBI dan untuk mendeskripsikan kemampuan guru dalam menyelesaikan soal UKBI. Dari penganalisisan data diperoleh temuan bahwa nilai rerata UKBI guru SMA memperoleh skor paling tinggi, nilai rerata UKBI guru SMP memperoleh skor sedang, sedangkan nilai rerata UKBI guru SD memperoleh skor paling rendah. Akan tetapi, kemampuan guru bahasa dan sastra Indonesia dari ketiga tingkatan sekolah tersebut (SMA, SMP, SD) dalam menyelesaikan soal UKBI tidak menunjukkan perbedaan yang berarti (tidak signifikan) pada taraf kepercayaan 5 %, hal ini terlihat dari nilai Fhitung lebih kecil dari Ftabel (Fhitung = 0,11 < Ftabel = 4,35)

Association of Eye Color and Sex with Basketball Free Throws by Elementary School Children

1991 ◽  
Vol 73 (3_suppl) ◽  
pp. 1181-1182
Author(s):  
Tammy Patee ◽  
Mike Frewen ◽  
John Beer
Keyword(s):  
High School ◽  
Elementary School ◽  
School Children ◽  
Elementary School Children ◽  
Eye Color ◽  
Free Throw

Dark-eyed individuals perform reactive activities better while light-eyed individuals generally perform self-paced activities better. There were 68 (21 dark-and 47 light-eyed) elementary school children who shot 5 practice and then 15 free throws from the free-throw line in a high school gym. There were no differences in performance between light- and dark-eyed children, but boys scored more free throws than girls.

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