International Mathematical Education: The Mathematics Program in Japanese Secondary Schools

1966 ◽  
Vol 59 (6) ◽  
pp. 577-583
Author(s):  
Howard F. Fehr
Keyword(s):  
Secondary School ◽  
Liberal Arts ◽  
Vocational Training ◽  
Mathematics Curriculum ◽  
Fine Arts ◽  
Mathematical Education ◽  
Upper Secondary School ◽  
Lower Secondary School ◽  
Upper Secondary ◽  
Mathematics Program

In Japan, education is compulsory for all children for the first nine school years, of which the first six years are elementary, and the last three years are the lower secondary school. Admission to the subsequent three-year upper secondary school is by examination, and usually 30 to 40 percent of the ninth-year students pass the examination and enter the upper secondary school. The branches of the upper secondary school are liberal arts, vocational training, and music and fine arts, all of which prepare students for university or higher study. This report is concerned with the mathematics curriculum at the lower secondary and the senior high school levels.

Identity in adolescence and emerging adulthood: relationships with emotional and educational factors

2013 ◽  
Vol 44 (3) ◽  
pp. 266-276 ◽  
Author(s):  
Konrad Piotrowski
Keyword(s):  
Identity Development ◽  
Secondary School ◽  
Secondary School Students ◽  
Identity Crisis ◽  
Upper Secondary School ◽  
Lower Secondary School ◽  
School Students ◽  
Identity Statuses ◽  
Upper Secondary ◽  
Shame And Guilt

Abstract In the processual approach to identity, the role of the interaction between subjective and contextual factors in the process of its development is emphasized. Based on the model of Luyckx et al. (2008) relationships between identity and educational context, as well as the tendency to experience shame and guilt were analyzed.. 821 people aged from 14-25 and belonging to six educational groups: (1) lower secondary school, (2) basic vocational school, (3) technical upper secondary school, (4) general upper secondary school, (5) post-secondary school (medical rescue, massage therapy, cosmetology, occupational therapy) and (6) university, took part in the research. Two questionnaires were used: The Dimensions of Identity Development Scale (DIDS), to allow the measurement of the five dimensions of identity postulated by Luyckx et al (2008) and The Personal Feelings Questionnaire-2 (PFQ-2, Harder, Zalma, 1990) to measure of the shame and guilt proneness. The results show that general upper secondary school students in terms of the dimensions of identity are closer to lower secondary school students rather than to their peers from technical and vocational schools. Among general upper secondary school students not only was a higher intensity of an identity crisis observed, but also a strong tendency to experience shame and guilt. Among lower secondary school students and general upper secondary school students, people with diffusion and moratorium as identity statuses prevailed, while in the remaining groups the achievement and foreclosure identity were observed more frequently. A general relationship was also observed, namely, a greater tendency to experience shame was associated with a higher intensity of an identity crisis.

scholarly journals Et kvalifisert utdanningsvalg for dagens ungdom: Resultater fra et innovasjons-samarbeid mellom en ungdomsskole, en videregående skole og en bedrift

2021 ◽  
Vol 11 (1) ◽  
pp. 71-96
Author(s):  
Sylvi Thun ◽  
Linn Thøring ◽  
Lisbeth Øyum
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Cognitive Theory ◽  
Education Programme ◽  
Practical Experience ◽  
Upper Secondary School ◽  
Lower Secondary School ◽  
School Students ◽  
Upper Secondary ◽  
Industrial Company

The purpose of this article is to investigate how an innovative collaboration between one lower secondary school, upper secondary school and industrial company can contribute to a more informed educational choice (vocational vs. programme for specialisation in general studies) among today’s youths. Eight lower secondary school students, five upper secondary school students, one employee in the participating industrial company, one teacher from lower secondary school, one from upper secondary school together with the section leader for vocational education programme (upper secondary school) have been interviewed. Thematic analysis has been used to analyse the data. The theoretical perspectives undertaken are self-determination theory and social-cognitive theory. Findings highlight that the study’s innovative collaboration gives youths an essential insight into the future school- and work practices. During the collaboration, the youths learn about the competence needs for future work life, and gain knowledge about their own learning potentials. Practical experience, new ways of collaboration, work centred communication, engaging and challenging training situations, experience of meaning, together with responsibility taking for own and other’s learning contribute to a more qualified education choice. We find that the pupils in lower secondary school experienced this innovative collaborative practice to produce more autonomous than controlled motivation, and more positive outcomes in terms of both behavioural, cognitive and affective dimensions of learning, at school.

scholarly journals BIOLOGY CONTENT AND CLASSROOM EXPERIENCE AS PREDICTORS OF CAREER ASPIRATIONS

2020 ◽  
Vol 19 (2) ◽  
pp. 317-332 ◽  
Author(s):  
Andrej Šorgo ◽  
Andreja Špernjak
Keyword(s):  
Secondary School ◽  
Career Aspirations ◽  
Sem Analysis ◽  
General Interest ◽  
Upper Secondary School ◽  
Lower Secondary School ◽  
School Students ◽  
Upper Secondary ◽  
Basic School ◽  
Negative Predictor

In Slovenia, as in many other countries, interest in seeking careers in science, technology and engineering-related disciplines is low, which can be recognized as a problem. The influence of general interest in biology, the content, and teaching of Biology in 9-year basic school (age 14 -15) and general upper-secondary schools (age 15 – 18) on the career aspirations of students was explored. Based on structural models built on the responses of 522 general upper secondary school students from Slovenia, it was revealed that the corresponding constructs (1) The content of Biological disciplines; (2) The Biology content taught in 9-year basic school; (3) The Biology content taught in general upper secondary school; (4) The teaching of lower secondary school Biology; and (5) The teaching of general upper secondary school Biology--are only weak predictors, if at all, of career aspirations in 15 different career streams. The greatest predictive power is a general interest in biological topics. However, the influence of the content of school curricula and corresponding teaching is a weak and even negative predictor of career aspirations in some cases. Keywords: biology teaching, career aspirations, lower secondary school Biology, SEM analysis, upper secondary school Biology.

Type of social participation and identity formation in adolescence and emerging adulthood

2013 ◽  
Vol 44 (3) ◽  
pp. 277-287
Author(s):  
Małgorzata Rękosiewicz
Keyword(s):  
Secondary School ◽  
Emerging Adulthood ◽  
Identity Formation ◽  
Social Participation ◽  
Secondary School Students ◽  
Upper Secondary School ◽  
Lower Secondary School ◽  
School Students ◽  
Upper Secondary ◽  
Transitive Orientation

Abstract This paper presents the results of empirical research that explores the links between types of social participation and identity. The author availed herself of the neo-eriksonian approach to identity by Luyckx et al. (2006) and the concept of social participation types (Reinders, Butz, 2001). The study involved 1,665 students from six types of schools: lower secondary school (n=505), general upper secondary school (n=171), technical upper secondary school (n=187), specialized upper secondary school (n=214), university (n=252), and post-secondary school (medical rescue, massage therapy, cosmetology, occupational therapy) (n=336). The results of the research, conducted with the use of Dimensions of Identity Development Scale (DIDS) and Social Participation Questionnaire (SPQ-S 1 and SPQ-S 2), indicate that transitive orientation increases with age and that, consequently, the frequency of assimilation and integration types of social participation tends to be higher in emerging adulthood in comparison with adolescence. The study showed that general upper secondary school students, contrary to their colleagues from technical and specialized upper secondary schools, did not differ in terms of transitive and moratorium orientation levels from lower secondary school students. The hypothesis about the relationship between transitive orientation and commitment scales was confirmed, whereas the hypotheses concerning the links between exploration scales and both dimensions of social participation were not validated.

scholarly journals MATHEMATICAL LITERACY PROFICIENCY DEVELOPMENT BASED ON CONTENT, CONTEXT, AND PROCESS

2020 ◽  
Vol 78 (1) ◽  
pp. 80-101
Author(s):  
Jailani Jailani ◽  
Heri Retnawati Heri Retnawati ◽  
Nidya F. Wulandari ◽  
Hasan Djidu
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Theory Approach ◽  
Upper Secondary School ◽  
Mathematical Literacy ◽  
Lower Secondary School ◽  
School Students ◽  
Literacy Proficiency ◽  
10Th Grade ◽  
Upper Secondary

The literacy proficiency development is one of concerns in education generally, so is in mathematics education as well. The growth of literacy proficiency is one of the issues in education, because it is very important to problem solving skills in students' real life. This research aimed to describe the growth of lower secondary school and upper secondary school students’ mathematical literacy proficiency in Yogyakarta Special Region province, Indonesia. Three mathematical literacy proficiency aspects were examined in the research, namely content, process and context. It was an exploratory descriptive research with cross-sectional type research design. The population was 1,001 lower secondary school and upper-secondary school students ranging between 13 and 16 years old. They were selected using the combination of stratified and the cluster random sampling technique. A test consisting of 30 items, was adopted from the existing PISA test items used to collect the data in the research. The main data analysis was conducted by estimating students’ ability through the item-response theory approach. The results showed that the mathematical literacy proficiency of the students based on content, context, and process was still low. In the content and context domain, there was progress from 8th grade to 9th, from 9th grade to 10th grade. In the process domain, the development of students' abilities on formulate showed relatively the same results for 8th, 9th, and 10th were around 500, and in the employ and interpret process domain, there was a development of abilities from 8th to 9th, and from 9th to 10th grade. Keywords: mathematics literacy proficiency development, domains based on PISA study.

scholarly journals Young migrant students’ motivators and drive for obtaining education

2021 ◽  
Vol 5 (1) ◽  
pp. 69-84
Author(s):  
Inger Kjersti Lindvig ◽  
Trine Svenni
Keyword(s):  
Middle Class ◽  
Secondary School ◽  
Vocational Training ◽  
Economic Status ◽  
Academic Expectations ◽  
Upper Secondary School ◽  
Migrant Students ◽  
Upper Secondary ◽  
The World ◽  
Eastern Norway

This article investigates how students from migrant backgrounds describe their motivators and drive for obtaining an education. It is based on a qualitative study of 17 young people aged 16-24. All are students in combination classes at a large upper-secondary school in Eastern Norway and are recent arrivals in Norway with little prior education. Half aspire to higher education, while the others are applying for vocational training. In this article, we link these educational ambitions to four forms of motivation. The immigrant motivator relates to high academic expectations among parents and other family members. In addition to the immigrant motivator, there is what we refer to as the middle-class motivator, where parents of low socio-economic status exert influence in a way that can be understood as a kind of middle-class behaviour. The world-citizen motivator encompasses the students’ desires to contribute by giving something back to their home countries, the host country, and the global community. The opportunity motivator is linked to the efforts of the school community to provide an inclusive and facilitative environment for this group of students. Schools that offer adapted and differentiated teaching, customized to the needs of individual students, as with combination classes, seem to function as important protective factors.

scholarly journals Is TIMSS Advanced an appropriate instrument for evaluating mathematical performance at the advanced level of Norwegian upper secondary school? An analysis of curriculum documents and assessment items

2013 ◽  
Vol 7 (1) ◽  
Author(s):  
Ida Friestad Pedersen
Keyword(s):  
Secondary School ◽  
Large Scale ◽  
Mathematics Curriculum ◽  
Additional Contribution ◽  
Upper Secondary School ◽  
School Students ◽  
Mathematical Performance ◽  
Mathematics Tests ◽  
Upper Secondary ◽  
Timss Advanced

Given that the results of international large-scale achievement studies attract a lot of attention and may affect educational policies, the primary aim of the present study is to discuss the appropriateness of the mathematics tests developed for the two cycles of TIMSS Advanced for evaluating the mathematical performance of Norwegian upper secondary school students. This will here be done by employing a methodology for alignment studies developed by Porter (2002), which entails analyzing and describing the mathematical content of the Norwegian curriculum documents and the TIMSS Advanced assessment items, and calculating the agreement between these. The analyses show a moderate alignment between the different iterations of TIMSS Advanced and the curriculum followed by the participating students, implying that the emphasis in the Norwegian mathematics curriculum differs somewhat from that of the TIMSS Advanced tests. These analyses do not warrant the conclusion that the TIMSS Advanced tests were inappropriate instruments for assessing the mathematical performance of Norwegian students. They do, however, imply that the differences in emphasis between the different iterations of TIMSS Advanced and the curriculum followed by the participating students should be taken into account in order to make valid interpretations of the results of this large-scale survey. Finally, as alignment is evaluated by contrasting alignment indices calculated for different combinations of the intended and assessed curriculum, additional research is needed if one is to make more firm judgments. One additional contribution of the present study is demonstrating a powerful methodology for conducting this kind of research.

scholarly journals Educators’ perceptions of mathematically gifted students and a socially supportive learning environment – A case study of a Finnish upper secondary school

2020 ◽  
Vol 8 (1) ◽  
Author(s):  
Eeva Haataja ◽  
Anu Laine ◽  
Markku Hannula
Keyword(s):  
Social Learning ◽  
Secondary School ◽  
Learning Environment ◽  
Gifted Education ◽  
Gifted Students ◽  
Upper Secondary School ◽  
Structured Interviews ◽  
Mathematically Gifted ◽  
Upper Secondary ◽  
Mathematics Program

This article explores five educators’ conceptions of the characteristics of mathematically gifted students and a social learning environment that supports their development in a school for mathematically gifted adolescents in Finland. We conducted this qualitative study through semi-structured interviews and participant observations in a Finnish upper secondary school with a special mathematics program. The research shows that gifted students and their educators form a tight community, the social learning environment of which supports shared motivation, healthy perfectionism, and practicing social skills. The results deepen the understanding of gifted education in the Finnish context and the significance of educators’ shared understanding of social activities as a basis for successful gifted education.

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