SoundOFF: The Computer—A Tool for Instruction?

1984 ◽  
Vol 77 (6) ◽  
pp. 404-490
Author(s):  
Jack D. Wilkinson
Keyword(s):  
Mathematics Education ◽  
Secondary School ◽  
Positive Impact ◽  
School Mathematics ◽  
Secondary School Mathematics ◽  
History Of

“January of 1980 is an important month in the history of computers and people. During that month, more computers were built than children were born.” This statement by Arthur Luehrmann should set the stage for a September 1984 statement that describes the significant, positive impact that computers have had on secondary school mathematics education (grades 7-12). However, no such statement can be made.

Research on MATHEMATICS EDUCATION (K–12) Reported in 1970

1971 ◽  
Vol 2 (4) ◽  
pp. 257-298
Author(s):  
Marilyn N. Suydam ◽  
J. Fred Weaver
Keyword(s):  
Mathematics Education ◽  
Secondary School ◽  
School Mathematics ◽  
Secondary School Mathematics ◽  
K 12

An annual annotated listing of research pertaining to elementary and secondary school mathematics.

Projects: Teaching Improvements through Mathematics Education 2000 (TIME 2000)

2001 ◽  
Vol 94 (1) ◽  
pp. 72-74
Keyword(s):  
College Students ◽  
Mathematics Education ◽  
Secondary School ◽  
National Science Foundation ◽  
School Mathematics ◽  
First Year ◽  
Private Funding ◽  
Undergraduate Program ◽  
Secondary School Mathematics ◽  
National Science

The Teaching Improvements through Mathematics Education 2000 (TIME 2000) project is an undergraduate program designed to recruit and prepare future teachers of secondary school mathematics. The National Science Foundation furnished funding from 1997 to 1999 for planning and the first year of this project's implementation. With private funding, we have been able to capitalize on the accomplishments of this project by extending it to a full four-year program and offering it to incoming college students.

Research on Mathematics Education (K–12) Reported in 1971

1972 ◽  
Vol 3 (4) ◽  
pp. 196-232
Author(s):  
Marilyn N. Suydam ◽  
J. Fred Weaver
Keyword(s):  
Mathematics Education ◽  
Secondary School ◽  
School Mathematics ◽  
Secondary School Mathematics ◽  
K 12

An annual annotated listing of research pertaining to elementary and secondary school mathematics.

Research on Mathematics Education (K—12) Reported in 1972

1973 ◽  
Vol 4 (4) ◽  
pp. 205-242
Author(s):  
Marilyn N. Suydam ◽  
J. F. Weaver
Keyword(s):  
Mathematics Education ◽  
Secondary School ◽  
School Mathematics ◽  
Secondary School Mathematics ◽  
K 12

An annual annotated listing of research pertaining to elementary and secondary school mathematics.

scholarly journals Secondary School Mathematics Teachers’ Knowledge Levels and Use of History of Mathematics

2017 ◽  
Vol 6 (1) ◽  
pp. 9
Author(s):  
Suphi Önder Bütüner
Keyword(s):  
Secondary School ◽  
Mathematics Teachers ◽  
History Of Mathematics ◽  
School Mathematics ◽  
City Center ◽  
Knowledge Test ◽  
Secondary School Mathematics ◽  
Mathematics Knowledge ◽  
History Of ◽  
Knowledge Levels

This study aimed to explore secondary school mathematics teachers’ use of history of mathematics in their classes and their knowledge levels in this field. The population of the study comprised 58 secondary school mathematics teachers working at Yozgat city center, and the sample included 32 mathematics teachers from 10 schools who volunteered to take place in the study. These mathematics teachers were administrated an 11-item short-answer history of mathematics knowledge level test along with a 5-item written opinion form to identify their history of mathematics use. The findings showed that most teachers did not use history of mathematics in their classes, yet those who used history of mathematics did so by mentioning the life stories of mathematicians and the contributions of ancient civilizations to mathematics to motivate students at the beginning of their classes. The mean score of teachers who participate in this study at the history of mathematics knowledge test was computed 3.5 indicating that their knowledge levels concerning the history of mathematics were low. Additionally, it was found that those who did not use history of mathematics in their classes scored lower in the history of mathematics knowledge test than those who used it in their classes.

scholarly journals Investigation of the Elements of the History of Mathematics in Secondary School Mathematics Coursebooks

2021 ◽  
Vol 12 (1) ◽  
pp. 320-348
Author(s):  
Satı Ceylan
Keyword(s):  
Secondary School ◽  
Extracurricular Activities ◽  
History Of Mathematics ◽  
School Mathematics ◽  
Fifth Grade ◽  
Analysis Method ◽  
Secondary School Mathematics ◽  
National Education ◽  
Mathematics History ◽  
History Of

This study investigates the use of the history of mathematics in secondary school mathematics coursebooks designed according to the new curriculum prepared in 2018 and to make alternative suggestions in which mathematics history can be used. For this purpose, four mathematics coursebooks, which were decided to be taught in schools affiliated to the Turkish Ministry of National Education for four years as of 2018, were analyzed by document analysis method, and this research attempted to determine to what extent the history of mathematics was used in these coursebooks. While making this analysis and analyzing the data, the categories proposed by Erdoğan et al. (2015) were used, including “historical notes,” “notes on usage areas of mathematics,” “applications with historical notes,” and “historical elements in students‟ extracurricular activities.” As a result of the study, it was found out that the 27 elements of the history of mathematics used in the coursebooks were mostly included at the fifth grade, in thelead-in stage, in the area of learning numbers and operations, in the form of small historical snippets about the historical development of situations other than mathematics. In light of these findings, it can be suggested that the history of mathematics is not used sufficiently in secondary school mathematics coursebooks.

Misconceptions in radical numbers in secondary school mathematics

2019 ◽  
Vol 6 (1) ◽  
pp. 205-212
Author(s):  
Ayten Ozkan
Keyword(s):  
High School ◽  
High School Students ◽  
Mathematics Education ◽  
Secondary School ◽  
School Mathematics ◽  
School Students ◽  
Secondary School Mathematics ◽  
Definition Of

The aim of this study was to determine misconceptions of the radicals of the high school students that attend ninth class. The samples of study consist of the students of a Secondary School in Istanbul, Turkey. Some sample questions are asked to related students to understand the misconceptions. According to the result of the study, it is seen that the students have misconceptions about radicals. It is observed that the students have superficial information about deep-rooted numbers and memorise the definition of deep-rooted numbers and try to use them in their mistakes. Some solutions are recommended to those students to overcome such difficulties. Keywords: Mathematics education, radicals, misconceptions.

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