The American Junior High School Mathematics Examination

1985 ◽  
Vol 78 (7) ◽  
pp. 513-516
Author(s):  
Thomas Butts ◽  
Walter E. Mientka
Keyword(s):  
High School ◽  
Junior High School ◽  
Junior High ◽  
School Mathematics ◽  
High School Mathematics ◽  
Mathematics Examination

The First Annual American Junior High School Mathematics Examination (AJHSME) will be held on 10 December 1985.

Solutions to Calendar

1997 ◽  
Vol 90 (6) ◽  
pp. 466-468
Keyword(s):  
High School ◽  
Junior High School ◽  
Executive Director ◽  
Junior High ◽  
School Mathematics ◽  
High School Mathematics ◽  
Mathematics Examination ◽  
University Of Nebraska Lincoln ◽  
King Street

This month's calendar problems have been adapted from recent mathematics competitions. Problems 1–15 are taken from three of the American Mathematics Competitions (AMC); 1–8 are from the American Junior High School Mathematics Examination (AJHSME); 9–13 are from the American High School Mathematics Examination (AHSME); and 14-15 are from the American Invitational Mathematics Examination (AIME). If the reader has not received an invitation to the appropriate AMC examination by 1 November, write to Walter E. Mientka, AMC Executive Director, Department of Mathematics and Statistics, University of Nebraska, Lincoln, NE 68588-0322. The remainder of the problems are from the MATHCOUNTS program. Problems 16, 17, 20, 22–24, 29, and 30 were chosen from the 1995–1996 school handbook for the MATHCOUNTS competition. Problems 18, 19, 21, and 25–28 come from the 1995-1996 national MATHCOUNTS competition. The registration deadline for the 1997–98 competition is 14 November. Requests for information should be sent to MATHCOUNTS, 1420 King Street, Alexandria, VA 22314, (703) 684-2828.

Solutions to Calendar

1996 ◽  
Vol 89 (6) ◽  
pp. 494-496
Keyword(s):  
High School ◽  
Junior High School ◽  
Executive Director ◽  
Junior High ◽  
School Mathematics ◽  
High School Mathematics ◽  
Mathematics Examination ◽  
University Of Nebraska Lincoln ◽  
King Street

This month's calendar problems have been adapted from recent mathematics competitions. Problems l-5 were chosen from the 1994-95 school handbook for the MATHCOUNTS competition. Problems 6-11 come from the 1994-95 national MATHCOUNTS competition. The registration deadline for the 1996-97 competition is 15 November. Requests for information should be sent to MATHCOUNTS 1420 King Street, Alexandria, VA 22314. The remainder of the problems are from three of the American Mathematics Competitions(AMC): 12-20 are from the American Junior High School Mathematics Examination(AJHSME); 21-29 are from the American High School Mathematics Examination (AHSME); and 30 is from the American Invitational Mathematics Examination(AIME). If the reader has not received an invitation to the appropriate AMC examination by 1 November. write to Walter E. Mientka AMC Executive Director, Department of Mathematics and Statistics, University of Nebraska, Lincoln, NE 68588-0322.

scholarly journals The utilization of junior high school mathematics national examination data: A conceptual error diagnosis

2017 ◽  
Vol 3 (2) ◽  
pp. 163 ◽  
Author(s):  
Kartianom Kartianom ◽  
Djemari Mardapi
Keyword(s):  
High School ◽  
Junior High School ◽  
Junior High ◽  
Classical Test Theory ◽  
School Mathematics ◽  
Test Theory ◽  
High School Mathematics ◽  
Error Diagnosis ◽  
National Examination ◽  
Quantitative Descriptive

The goal of the research is to gain insights into the characteristics of the items in the mathematics national examination, the attributes on which the items were formulated and the result of a conceptual error diagnosis of the mathematics materials based on the result of the junior high school mathematics national examination. This is quantitative descriptive research. The data were collected from 3,079 grade-nine students of junior high schools who took the National Examination in the academic year of 2015/2016. The sample was established randomly based on the package code of the examination which is P0C5520 with 574 students as the examinees. Documentation method was applied in collecting the data. The result of the research shows that – upon the implementation of the classical test theory – there are 16 items in ‘difficult’ category, 24 in ‘intermediate’ category, and no items in ‘easy’ category. Furthermore, upon the implementation of the item response theory, the result shows that 28 items are in ‘good’ category and 12 items are in ‘poor’ category. In addition, there are 50 attributes on which the Junior High School Mathematics National Examination test (package P0C520) is formulated. Four attributes are content attributes and the rest (46) are process skill attributes. The result of the diagnosis shows that there are 11 types of errors made by the students when trying to complete the content items. Most of the errors are conceptual errors related to the geometric materials especially in the sub-materials of polyhedron, triangles, and quadrangles.

scholarly journals The Brain Based Learning (BBL) and Intrapersonal Intelligence for Mathematics Learning in Junior High School

2019 ◽  
Vol 4 (3) ◽  
pp. 17-19
Author(s):  
Edy Mastoni
Keyword(s):  
High School ◽  
Learning Strategies ◽  
Junior High School ◽  
Junior High ◽  
Mathematics Learning ◽  
School Mathematics ◽  
Learning Activities ◽  
High School Mathematics ◽  
Intrapersonal Intelligence ◽  
Brain Based Learning

Research Highlights The study proposed two focus studies and results indicated there is a conformity between Brain Based Learning (BBL) and students' intrapersonal intelligence toward characteristics of junior high school mathematics learning. Implementation of Brain Based Learning (BBL) and intrapersonal intelligence in junior high school mathematics learning can improve student’s learning outcomes.   Research Objectives This research aims to knowing activities of junior high school mathematics learning and to knowing conformity of characteristics between Brain Based Learning (BBL) and intrapersonal intelligence with junior high school mathematics learning. BBL as a learning strategies and intrapersonal intelligence as an internal factors of students must be the main consideration in learning activities, including in this case mathematics learning. Learning is more directed at construction than instruction, which has implications for the role of teachers and students (Reigeluth and Carr-Chellman, 2009). Learning strategies concept is a various types of plans used by the teacher to achieve goals (Silver et al., 2012). In simple terms, this view states that learning strategies are ways to do something in achieving goals. Learning mathematics is learning about the concepts and structure of mathematics and looking for relationships between the two on the material being studied (Bruner, 2009). In the learning activities, learning materials must be adapted to the abilities and cognitive structures of students. Learning material must be related to the concepts that are already owned so that new ideas can be fully absorbed by students (Ausubel, 2012). Learning activities must be gradual, sequential and always based on past learning experiences.   Methodology This type of research is qualitative descriptive. The approach used is qualitative with descriptive methods and literature studies. Data collection uses documentation studies, observations, and interviews with teachers and students. Data collection was conducted in junior high school of SMP Assahil Lampung Timur in the 2018/2019 academic year. The mathematics teachers and students were included in this study as a respondents. In this study the data analysis used was quantitative descriptive and qualitative descriptive analysis. Quantitative descriptive analysis is used to present and analyze data relating to mathematics learning outcomes over the past three years. Qualitative descriptive analysis is used to interpret and analyze data regarding the learning process of mathematics that has taken place.   Results The study indicate that mathematics teachers have only used expository learning strategies in learning activities. The expository learning strategy is a form of teacher-centered learning approach. Mathematical learning outcomes are not satisfactory. The Mathematics learning is a learning process that involves active students building mathematical knowledge (Cobb, 2013). In mathematics learning there is a process of developing students' creativity to improve their abilities and beliefs in building knowledge and mastering good mathematics subject matter. The Characteristics of Brain Based Learning (BBL) emphasizes students to play an active role in building the concepts learned (Ulger, 2018). The steps in the BBL learning strategy include creating a learning environment that challenges students' thinking skills (regulated immersion), creates a relaxed learning environment, and creates actual and meaningful learning situations for students (active processing). Intrapersonal intelligence is self-knowledge as intelligence that involves self-awareness or self-sensitivity, thought processes, realizing changes that occur in oneself, involving skills of cooperation and communication both verbally and nonverbally (Alder, 2001). The characteristics of intrapersonal intelligence consist of three main aspects that can be used as benchmarks, namely recognizing oneself, knowing one's own desires, and knowing what is necessary for oneself.   Findings The results of data analysis, it was found that the learning activities that had taken place so far only used expository learning strategies. The teacher does not apply learning strategies that are in accordance with the internal factors of students in learning mathematics. The literature review show that there is a match between the characteristics of junior high school mathematics material, the characteristics of BBL learning strategies and the characteristics of intrapersonal intelligence. Therefore, the implementation of BBL learning strategies and intrapersonal intelligence in junior high school mathematics learning is very well done to improve student learning outcomes.   Acknowledgement This study was supported by Universitas Negeri Jakarta and SMP Assahil Lampung Timur, for which thanks to 1) Doctoral Program in Educational Technology, Postgraduate Program at Universitas Negeri Jakarta; 2) SMP Assahil Lampung Timur; 3) Prof. Dr. M. Syarif Sumantri, M.Pd. as the promoter and Prof. Dr. Nurdin Ibrahim, M.Pd. as the co. promoter who has provided guidance to the author.    

scholarly journals Junior high school mathematics teachers’ knowledge in calculators

2020 ◽  
Vol 5 (1) ◽  
pp. 80-93
Author(s):  
Isaac Bengre Taley ◽  
Matilda Sarpong Adusei
Keyword(s):  
High School ◽  
High School Students ◽  
Mathematics Teachers ◽  
Junior High School ◽  
Junior High ◽  
Real Life ◽  
School Mathematics ◽  
High School Mathematics ◽  
School Students ◽  
High School Mathematics Teachers

Helping junior high school students to use calculators and computers for problem solving and investigating real-life situations is an objective of the junior high school mathematics curriculum in Ghana. Ironically, there is a technological drought in junior high school mathematics instruction in Ghana, with a suspicion that mathematics teachers’ competency in the use of calculators for teaching may be the source of this lack of use. This study sought to establish a correlation between junior high school mathematics teachers’ competence and the motivation supporting the use of calculators in teaching.  A descriptive survey comprising of a test and questionnaire was used to collect data from junior high school mathematics teachers in an educational district in Ghana. Teacher characteristics such as educational attainment, age, and gender in relation to teachers’ competency in the use of calculators were discussed in the study. The results showed that about 70% of the teachers exhibited a low level of calculator competence. Besides, novice teachers outperformed expert teachers in the calculator competency-based test. Additionally, mathematics teachers’ enthusiasm for using calculators in teaching was directly associated with the teachers’ level of competency. The findings may send a signal to stakeholders in their efforts to revising the Ghana JHS curriculum in order to actualize the curriculum desire for the integration of technology in the teaching and learning of JHS mathematics.

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