1979 National Middle School Mathematics Olympiads in the People’s Republic of China

1982 ◽  
Vol 75 (2) ◽  
pp. 161-169
Author(s):  
Jerry P. Becker
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Secondary School ◽  
Educational Policy ◽  
Cultural Revolution ◽  
Large Scale ◽  
Middle School Mathematics ◽  
Classroom Teachers ◽  
School Students ◽  
Republic Of China

Mathematics competitions were orga- nized in four major cities of China in 1956-Beijing, Shanghai, Tianjin, and Wuhan. Thereafter the competitions, whose objective was to identify mathe- matically talented middle school students, grew and eventually came to involve middle school and university classroom teachers on a fairly large scale. (The Chinese middle school [5 years] is analogous to the American secondary school [6 years]. Students begin middle school at (approximately] age II.) However, the competitions were terminated in I964 just prior to the Great Proletarian Cultural Revolution in China. Subsequently, with changes taking place in educational policy in the mid-1970s, the competitions were reinstituted and the Chinese organized and carried out competitions at the municipal, provincial, and national levels in 1978. (For fuller information on the 1978 olympiads, see the Becker article in the Bibliography.)

On My Mind: Proof and the Middle School Mathematics Student

1995 ◽  
Vol 1 (7) ◽  
pp. 516-518
Author(s):  
James M. Sconyers
Keyword(s):  
High School ◽  
Middle School ◽  
Middle School Students ◽  
Middle School Mathematics ◽  
Basic Logic ◽  
School Students ◽  
High School Geometry ◽  
School Geometry ◽  
Mathematics Student ◽  
Geometry Class

Is proof perceived as being rigid and formal? Something that students should first encounter in high school? Does a concern involve students' having difficulty when they finally confront the idea of proof, perhaps in their high school geometry class? One likely reason for this unease with proof is that it is so often left out of any work in mathematics until students reach high school. They are then overwhelmed, since it is so unfamiliar. This outcome is not inevitable. Middle school students are capable of grasping the basic logic of proof and should be given the opportunity to encounter it.

scholarly journals Researcher, PI and CEO - Managing a Large Scale Environmental Restoration Project in New York City; Creating Expectations, Establishing Structure, Protocols and Realistic Outcomes

2017 ◽  
Author(s):  
Lauren Beth Birney ◽  
George Diamantakos
Keyword(s):  
Middle School ◽  
New York ◽  
New York City ◽  
Middle School Students ◽  
York City ◽  
Large Scale ◽  
Project Based Learning ◽  
Environmental Restoration ◽  
School Students ◽  
Project Model

Abstract Research consistently shows that children who have opportunities to actively investigate natural settings and engage in problem-based learning greatly benefit from the experiences? This project developed a model of curriculum and community enterprise to address that issue within the nation's largest urban school system. Middle school students will study New York Harbor and the extensive watershed that empties into it, as they conducted field research in support of restoring native oyster habitats. The project builds on the existing Billion Oyster Project, and was implemented by a broad partnership of institutions and community resources, including Pace University, the New York City Department of Education, the Columbia University Lamont-Doherty Earth Observatory, the New York Academy of Sciences, the New York Harbor Foundation, the New York Aquarium, and others. The project model includes five interrelated components: A teacher education curriculum, a digital platform for project resources, museum exhibits, and an afterschool STEM mentoring program. It targets middle-school students in low-income neighborhoods with high populations of English language learners and students from groups underrepresented in STEM fields and education pathways. This paper explores the management of this large-scale project and provides insight with regard to the governance of the various project components.   Key words (project-based learning, environmental restoration, educational technology)

scholarly journals Developing of Measurement of Independence Characteristic in Middle School Students Mathematics and Science

2018 ◽  
Vol 8 (2) ◽  
Author(s):  
Supardi U. S. Supardi
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Research And Development ◽  
Large Scale ◽  
Measurement Instrument ◽  
Research Process ◽  
Small Scale ◽  
Empirical Testing ◽  
School Students ◽  
Selection Of

<span lang="EN-US">The purpose of this study to design a measurement instrument independence character of middle school students. Research using research and development (R &amp; D). Stages of the research process include: reviewing the concept, making the construct and design the instruments, experts’ assessment, the empirical pre-test, and empirical testing. Test experts were conducted by experts through quantitative and qualitative assessments were followed by improvements to the instrument. Pre empirical testing was done by trial and instruments in small-scale followed by repair and selection of items. Empirical testing is a field test on a large scale at middle school students who were followed by the selection of grains and calculation of reliability of the instrument. Research and development results obtained as follows. (1) Measurement code developed with the student independence four dimensions: freedom, initiative, progressive and resilient, and confident. The dimension of freedom comprising: able to make their own choices and able to perform his own activities. Dimension Initiative consists of: being able to think and act in an indigenous, and doing creative activities. The results of this study are expected secondary school teachers can have a reference or guidelines for measuring the character of student independenc</span><span lang="EN-US">e</span>

Disrupted Class, Undisrupted Learning: A Study on the Effect of Online Learning Among Primary and Middle School Students

2021 ◽  
pp. 232102222110244
Author(s):  
Li Yuelin ◽  
Liu Yujie ◽  
Shu Xiaohui
Keyword(s):  
Middle School ◽  
Online Learning ◽  
Middle School Students ◽  
Online Education ◽  
Secondary School ◽  
Secondary School Students ◽  
Learning Effects ◽  
School Students ◽  
Primary And Secondary School

In the first half of 2020, primary and secondary school teaching was transformed into online teaching in China, and the teaching effects have attracted considerable attention. This article collects relevant data on the effects of online learning among primary and middle school students through questionnaire surveys to study the impact of parents and teachers on learning effects, provide an experience for future online education and improve the quality of online education for primary and secondary school students in the future. Through empirical analysis, this article draws three main conclusions. First, parents improve students’ offline social presence, while teachers or classmates improve their online presence. Both changes have a significant positive impact on students’ subjective learning effects. Second, parents are more helpful with regard to the improvement of students’ objective learning effects. Third, in terms of age, parents have a greater influence on younger students. The innovation of this article is that the object of the study is primary and secondary school students. The article considers not only the role of teachers but also the role of parents, thereby filling gaps in the previous literature. JEL codes: I20, I21, I25

scholarly journals Does preschool attendance affect the urban-rural cognition gap among middle school students? Evidence from China Education Panel Survey

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Lei Zheng ◽  
Qiuyi Weng ◽  
Xin Gong
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Cognitive Ability ◽  
Large Scale ◽  
Preschool Education ◽  
Ordinary Least Squares ◽  
Panel Survey ◽  
School Students ◽  
Preschool Attendance ◽  
Urban Rural

AbstractCognitive abilities have a great impact on individuals’ socioeconomic status. Among the factors that affect cognitive ability, early childhood development and preschool education are vital. However, evidence on the effect of preschool attendance on the urban-rural cognition gap from large-scale samples is almost nonexistent. Based on a nationally representative dataset from the China Education Panel Survey, this study fills this gap by presenting evidence of a significant cognition gap between urban and rural middle school students. We find a consistent positive relationship between preschool attendance and cognitive ability in grade 7 and grade 9 based on ordinary least squares and propensity score matching estimations. Results based on a Blinder-Oaxaca decomposition suggest that the differences between urban and rural students in preschool education account for 28% to 44% of the between-group cognition gap. We also simulate the effects of policy interventions meant to develop preschool education on the narrowing of the urban-rural cognition gap.

scholarly journals Understanding the Meaning of the Equal Sign: A Case Study of Middle School Students in the United Arab Emirates

2021 ◽  
Vol 10 (3) ◽  
pp. 1505-1514
Author(s):  
Yousef WardatAdeeb ◽  
Adeeb M. ◽  
George Stoica
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Secondary School ◽  
United Arab Emirates ◽  
Set Theory ◽  
School Level ◽  
Equal Sign ◽  
School Students ◽  
Primary School Level

<p style="text-align: justify;">The equal symbol has been used in diverse mathematical frameworks, such as arithmetic, algebra, trigonometry, set theory, and so on. In mathematical terms, the equal sign has been used in fixed command of standings. The study reports on the students meaning and interpretations of the equal sign. The study involved Grade 6, 7, and 8 students in a secondary school in Alain, United Arab Emirates (UAE). Much of the earlier research done on the equal sign has focused on the primary school level, but this one focuses on middle school students. The study shows that the maximum foremost understanding of the equal sign amongst Grade 6, 7, and 8 students is a do-something, unidirectional symbol. Students realize the equal sign as an instrument for marking the response moderately than as an interpersonal symbol to associate extents.</p>

scholarly journals Addressing confirmation bias in middle school data science education

2022 ◽  
Vol 0 (0) ◽  
pp. 0
Author(s):  
Sarai Hedges ◽  
Kim Given
Keyword(s):  
Middle School ◽  
Science Education ◽  
Middle School Students ◽  
Large Scale ◽  
Data Science ◽  
Social Issues ◽  
Confirmation Bias ◽  
Future Research ◽  
School Students ◽  
Pull Out

<p style='text-indent:20px;'>More research is needed involving middle school students' engagement in the statistical problem-solving process, particularly the beginning process steps: formulate a question and make a plan to collect data/consider the data. Further, the increased availability of large-scale electronically accessible data sets is an untapped area of study. This interpretive study examined middle school students' understanding of statistical concepts involved in making a plan to collect data to answer a statistical question within a social issue context using data available on the internet. Student artifacts, researcher notes, and audio and video recordings from nine groups of 20 seventh-grade students in two gifted education pull-out classes at a suburban middle school were used to answer the study research questions. Data were analyzed using a priori codes from previously developed frameworks and by using an inductive approach to find themes.</p><p style='text-indent:20px;'>Three themes that emerged from data related to confirmation bias. Some middle school students held preconceptions about the social issues they chose to study that biased their statistical questions. This in turn influenced the sources of data students used to answer their questions. Confirmation bias is a serious issue that is exacerbated due to endless sources of data electronically available. We argue that this type of bias should be addressed early in students' educational experiences. Based on the findings from this study, we offer recommendations for future research and implications for statistics and data science education.</p>

A Case and Techniques for Computers: Using Computers in Middle School Mathematics

1979 ◽  
Vol 26 (6) ◽  
pp. 53-55
Author(s):  
Larry L. Hatfield
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Middle School Mathematics ◽  
Growing Up ◽  
Instructional Programs ◽  
School Students ◽  
Home Management ◽  
Home Computers ◽  
Family Leisure ◽  
Computer Based

Computers are rapidly becoming accessible to everyone. The costs of purchase have continued to decrease, with the recent mini processors and microprocessors representing pricing breakthroughs, and inexpensive microcomputers being promoted as persona l, home computers. Though much of their suggested usages to date relate to family leisure or home management, some vendors offer packages for computer-based games and drills involving mathematical ideas. Instructional programs will become increasingly available as the marketplace develops. Today's middle school students are growing up in a computerized society. Students probably feel more comfortable (often excited and curious) with the prospects of “everyman” routinely using computers than do many adults, who still view computers as complex and futuristic.

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