A new approach to high school mathematics

1957 ◽  
Vol 50 (5) ◽  
pp. 347-349
Author(s):  
E. J. Cogan
Keyword(s):  
High School ◽  
School Mathematics ◽  
High School Mathematics ◽  
New Approach ◽  
New Curriculum ◽  
Broad Outline

These are days in which many are seeking a new curriculum pattern in mathematics. In broad outline, this article proposes a new pattern for your consideration.

scholarly journals HAMBATAN GURU MATEMATIKA SEKOLAH MENENGAH PERTAMA DALAM MENERAPKAN KURIKULUM BARU

2016 ◽  
Vol 3 (3) ◽  
Author(s):  
Heri Retnawati
Keyword(s):  
High School ◽  
Focus Group ◽  
Mathematics Teachers ◽  
Junior High School ◽  
Junior High ◽  
Lesson Plan ◽  
School Mathematics ◽  
High School Mathematics ◽  
New Curriculum ◽  
High School Mathematics Teachers

Abstrak: Penelitian ini bertujuan mendeskripsikan hambatan guru matematika SMP dalam mengimplementasikan Kurikulum 2013. Penelitian ini merupakan penelitian deskriptif eksploratif dengan pendekatan kualitatif. Data dikumpulkan dengan teknik wawancara dan focus group discussion. Sumber data adalah 10 guru mata pelajaran matematika SMP di Provinsi Daerah Istimewa Yogyakarta. Analisis data dilakukan dengan mencari tema, kemudian menentukan hubungan antartema untuk memeroleh pemahaman. Hasil penelitian sebagai berikut. Pertama, pelatihan dan sosialisasi belum dapat memberikan pemahaman yang baik dan menyeluruh mengenai Kurikulum 2013. Kedua, guru kesulitan mengatur waktu pada perencanaan pembelajaran, merencanakan pembelajaran, merencanakan penilaian sikap, dan memilah pengetahuan dan keterampilan pada penyusunan instrumen penilaian. Ketiga, keterbatasan waktu dalam pelaksanaan pembelajaran, kesulitan berkaitan dengan perangkat pembelajaran, dan kesulitan mengaktifkan siswa. Keempat, sistem penilaian yang rumit dan perlu waktu yang lama untuk menyusun laporan. Kata Kunci: hambatan guru matematika SMP, implementasi kurikulum baru THE OBSTACLES OF JUNIOR HIGH SCHOOL MATHEMATICS TEACHERS IN IMPLEMENTING THE NEW CURRICULUM Abstract: The study was to describe the obstacles of junior high school mathematics teachers in implementing the new curriculum, namely Curriculum 2013, in most of junior high schools in Indonesia. The study was a descriptive explorative research by means of qualitative approach. The data were gathered by means of interviews and focus group discussions. The data source was 10 junior high school mathematics teachers in the Province of Yogyakarta Special Region, Indonesia. The data were analyzed by looking for the themes and finding the relationship among the themes in order to gain the proper understanding. The results of the study showed that the obstacles that the teachers were as follows. First, the socialization and training programs had not been able to provide good and through understanding of the new curriculum. Second, the teachers had difficulties in arranging the time for the lesson plan, the teaching plan, the attitude assessment plan and the categorization between the knowledge and the skills in the composition of assessment instrument. Third, the implementation of the lesson plan had limited time in addition to the difficulties in designing the teaching kits and in activating the students. Forth, the assessment system was intricated and time consuming especially in the reporting process. Keywords: obstacles of junior high school mathematics teachers, implementing new curriculum

Success in Mathematics for All Students: A New Approach to High School Mathematics

1987 ◽  
Vol 4 (2) ◽  
pp. 28-29
Author(s):  
Willem Lake
Keyword(s):  
High School ◽  
Evoked Potentials ◽  
Classroom Instruction ◽  
School Mathematics ◽  
High School Mathematics ◽  
New Approach ◽  
Learning Retention ◽  
Cortical Evoked Potentials ◽  
Educational Experiment ◽  
Learning Research

While visiting Europe in 1986 I had the opportunity to observe an exciting educational experiment in Vienna. Dr. Guttmann, professor of biology and Dr. Vanecek, professor of psychology, worked together at the Boltzmann Institute for Learning Research to apply the latest psycho-biological findings to education. First they did this under laboratory conditions and later they proposed workable classroom procedures. In the laboratory they used “Cortical Evoked Potentials” to determine students’ activation levels and how they could alter these to improve their learning retention. From this they developed a model of classroom instruction.

A Proposal for the High School Mathematics Curriculum: Principles of the Modern Mathematics Curricula

1966 ◽  
Vol 59 (4) ◽  
pp. 322-330 ◽  
Author(s):  
Morris Kline
Keyword(s):  
High School ◽  
Mathematics Curriculum ◽  
School Mathematics ◽  
Reform Movement ◽  
High School Mathematics ◽  
New Curriculum ◽  
Mathematics Curricula ◽  
The Many ◽  
Modern Mathematics ◽  
School Mathematics Curriculum

Before I present the major features of a new curriculum for high school mathematics, I should like to state what I understand to be the principles of the reform movement generally known as modern mathematics. My purpose in reviewing these principles is to make more apparent the differences between these curricula and what I shall propose. Though the many modern mathematics curricula differ slightly from one another, I believe it is fair to treat them collectively insofar as the underlying principles are concerned.

Projects

1997 ◽  
Vol 90 (5) ◽  
pp. 413-414
Author(s):  
Sharon Stenglein
Keyword(s):  
Professional Development ◽  
High School ◽  
Open Access ◽  
National Science Foundation ◽  
Saint Paul ◽  
School Mathematics ◽  
High School Mathematics ◽  
Large Numbers ◽  
National Science ◽  
New Curriculum

For all students to succeed in learning more mathematics, content and instruction must change. Access to all will be open when teachers are prepared to assist all students with learning rich, contextual mathematics in a standards-based classroom. In Minneapolis-Saint Paul, Minnesota, Project Open Access, funded primarily by the National Science Foundation (NSF), attempts to meet the needs of teachers who are ready for professional development that will support them in reaching this goal. The intent of the project is to increase the readiness of large numbers of teachers to implement one of the new curriculum projects for middle or high school mathematics that have been funded by the NSF.

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