Are Particular Abilities Necessary for Pupils to Gain an Understanding of the Elementary and Secondary Mathematics as Usually Given at the Present Time

1914 ◽  
Vol 6 (4) ◽  
pp. 192-197
Author(s):  
Charles F. Wheelock
Keyword(s):  
High School ◽  
Elementary School ◽  
Subject Matter ◽  
Secondary Mathematics

The student of mathematics in the elementary school and the high school is called upon to deal with three quite different and distinctly marked kinds of subject matter.

A High School Teacher's View on the Training of Teachers of Secondary Mathematics

1936 ◽  
Vol 29 (3) ◽  
pp. 115-122
Author(s):  
Martha Hildebrandt
Keyword(s):  
High School ◽  
High Schools ◽  
Subject Matter ◽  
Secondary Mathematics ◽  
The Subject

One hears so much about changing the curriculum; about introducing into our high schools new courses, in some of which the subject matter is embarrassingly vague; about tests and measuremepts and laboratories to help the pupil adjust himself…. I hesitate, unable to choose a word for that to which the pupil must adjust himself and not at all certain just what the pupil has to adjust. One reads about differentiated courses and incidentally also about integrating courses. Is it not possible that each new fashion in education is just another attempt to improve the teaching in the schools of the respective states from which you and I come.

The Teachers’ Course in Arithmetic in the Normal School: A Plea for Professionalized Subject Matter

1925 ◽  
Vol 18 (7) ◽  
pp. 406-417
Author(s):  
Clifford Brewster Upton
Keyword(s):  
High School ◽  
Elementary School ◽  
Elementary Schools ◽  
Subject Matter ◽  
Professional Training ◽  
High School Graduates ◽  
Large Majority ◽  
Normal School ◽  
Normal Schools

What training is necessary to prepare high-school graduates to teach arithmetic and other subjects in the modern elementary school? This question has come to be a very important one in every normal school and particularly in those normal schools which still have a two-year course at the end of which the students accept positions to teach. This question is a difficult one to answer because teachers to-day need a much broader professional training than formerly. One attempt to solve this problem has been to increase the length of the normal-school course from two years to four years, but even in those schools where the four-year course exists comparatively few students remain to complete it, the large majority accepting positions after finishing the two-year or three-year curricula offered in those schools. Hence, how to Prepare students in two or three years to teach effectively in elementary schools is still a vital question in practically all our normal schools.

Improving the Mathematical Competency of Teachers in Training

1958 ◽  
Vol 5 (2) ◽  
pp. 84-86
Author(s):  
Wilbur Waggoner
Keyword(s):  
High School ◽  
Elementary School ◽  
Elementary School Teachers ◽  
Subject Matter ◽  
Mathematical Education ◽  
High School Mathematics ◽  
School Teachers ◽  
Educational Literature ◽  
Educational Testing Service ◽  
Lay Public

ONE NEED NOT READ too widely in the educational literature of today to note a concern for the mathematical capabilities of the persons who are preparing for positions as elementary school arithmetic teachers. “Less than 20 per cent of prospective elementary school teachers understand arithmetic. One study of 211 teachers showed that 150 of them had an abiding hatred for it.” 1 The above quotation appeared in Parade, a magazine written for the lay public. A further discussion on the problem of competency in subject-matter of arithmetic teachers may be found in Problems of Mathematical Education2 published by Educational Testing Service. This report says, “In majority of cases an individual with ambition to teach in an elementary school can matriculate without showing any high school mathematics on his record. He can graduate without studying college mathematics.”

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

Analisis Materi Pokok Matematika Kelas III MI/SD

2020 ◽  
Vol 3 (1) ◽  
pp. 1
Author(s):  
Shindy Lestari
Keyword(s):  
Elementary School ◽  
Character Education ◽  
Subject Matter ◽  
Financial Literacy ◽  
Digital Literacy ◽  
Industrial Revolution ◽  
School Mathematics ◽  
Field Of Study ◽  
Elementary School Mathematics ◽  
Important Field

Analysis of mathematics subject matter in elementary school is a very important field of study taught at every level of education. The 2013 curriculum separates the field of mathematics studies from themes so that this field of study is a subject that stands alone. Through mathematics subject matter taught in elementary school can train students to think critically, rationally, logically, innovatively so that they have competitiveness. As for the problems discussed from the subject matter in elementary school mathematics which is seen from the suitability of the teacher's book and the student's book, in this case it discusses: 1) the scope of mathematics material grade 3rd elementary school, 2) the characteristics of mathematics subject matter in elementary school, 3) the relevance in elementary school mathematics subject matter to the scientific structure, namely student character, HOTS, 4C skills, literacy numeracy, digital literacy, financial literacy and character education, 4) learning innovation based on integration-interconnection in accordance with the science of development and technology and the needs of the community in the Industrial Revolution Era 4.0.

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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