Sharing Teaching Ideas: If Distance = Rate × Time, Then Where Am I?

1989 ◽  
Vol 82 (2) ◽  
pp. 108-109
Keyword(s):  
Class I ◽  
First Year ◽  
Standard Practice ◽  
The Subject ◽  
Set Up ◽  
Teaching Ideas ◽  
Algebra Class

In working with an average first-year algebra class, I noticed that the students sometimes got so wrapped up in solving for that pesky x that we often forgot the practical uses of the subject. A perfect opportunity came up as we began a section on distance problems. The standard practice is to analyze the problem by putting into a chart the information found by using the formula distance = rate × time to set up the equations.

Sharing Teaching Ideas: Relay Review

2000 ◽  
Vol 93 (4) ◽  
pp. 282-284
Author(s):  
Jeffrey T. Gaglione
Keyword(s):  
Group Work ◽  
Mathematics Teacher ◽  
Class I ◽  
Everyday Lives ◽  
Rank One ◽  
The Subject ◽  
Teaching Ideas

Being a mathematics teacher means more than simply teaching the subject itself. Students also need to see the relevance of mathematics to their everyday lives, and they should enjoy learning the subject. If a student comes into my classroom in September and leaves in June without seeing the relevance of mathematics and having fun in class, I do not think that I have done that student—or the subject—justice. Group work and projects are two ways to accomplish these goals in the classroom. Another way is to play review games. Students rank one of the games that we play, “relay review,” as their favorite year after year.

scholarly journals First year reading

1917 ◽  
Author(s):  
◽  
Frank F. Thompson
Keyword(s):  
Oral Reading ◽  
Subject Matter ◽  
The Body ◽  
First Year ◽  
Functional Connection ◽  
Reading Experience ◽  
Standard Set ◽  
The Subject ◽  
Psychology Of Reading ◽  
Set Up

This thesis will concern itself with first year reading, and it will have the following aims: 1. To examine the subject matter of first year reading in order to see what values the literature presuppose the child capable of controlling and appreciating, to find a criterion for selecting subject matter for first year reading, and to criticize the values found in first year reading in view of the standard set up. 2. To consider the methods of mastering the symbols; to try to find the most natural method of approach and of strongest motivation; and to outline the steps by which the symbols may be mastered in their functional connection with the reading experience. 3. To study the nature of the child and how he assimilates the author's experience by means of reconstructing his own; to make a limited survey of recent experiments in the psychology of reading and to note some of its implications as to first year reading. 4. To consider the body and voice as the mechanism for the expression of the values of the writer to others and to indicate how these are trained for effective expression. 5. To consider the part the audience plays in teaching to read and to suggest some plans by which this much neglected element in effective oral reading may be secured.

Serendipitous Discovery of Pascal’s Triangle

1975 ◽  
Vol 68 (2) ◽  
pp. 95-98
Author(s):  
Francis W. Stanley
Keyword(s):  
First Year ◽  
Pascal’S Triangle ◽  
The Subject ◽  
Pascal's Triangle ◽  
Algebra Class

Teachers often welcome questions from students—especially if the questions were anticipated in preparing the lesson. But unanticipated questions may not be so eagerly received. Some of these are motivated by a student’s desire to divert the teacher from the subject at hand; others, by honest curiosity. Regardless of their motivation, there are those occasional questions that fit naturally into the discussion. Many of these may well be worth the price of preempting a carefully planned lesson to search out a reasonable conclusion with the students. Such a question was responsible for a serendipitous digression in our first-year algebra class.

Sharing Teaching Ideas: If the Product of Two Numbers Is Zero…

1994 ◽  
Vol 87 (2) ◽  
pp. 89
Author(s):  
Richard Forringer
Keyword(s):  
Problem Solving ◽  
First Year ◽  
The Real ◽  
Quadratic Equations ◽  
Knowing That ◽  
Way Of Knowing ◽  
Factoring Polynomials ◽  
To Come ◽  
Teaching Ideas ◽  
Algebra Class

My first-year-algebra class has just finished the topic of factoring polynomials. The groundwork has been laid for problem solving with quadratic equations, one of the real eye-openers in the course. I look forward to teaching this topic with the excitement and anticipation of knowing what is to come. My students sense my excitement but do not fully understand it and have not experienced it for themselves. As Confucius once observed, “Everything has its beauty, but not everyone sees it!” Many students have no way of knowing that this part of algebra is incredibly significant. A short, simple statement, “If the product of two numbers is zero, then one of those numbers must be zero,” seems too easy, too self-evident, and too obvious to be so important!

Mathematical Modeling: Lemonade from Lemons

1989 ◽  
Vol 82 (7) ◽  
pp. 516-519
Author(s):  
David S. Daniels
Keyword(s):  
Mathematical Modeling ◽  
Test Scores ◽  
Class I ◽  
First Year ◽  
Lively Discussion ◽  
Second Year ◽  
Students Attitudes ◽  
Insight Into ◽  
Algebra Class

What teacher has not had the discouraging experience of grading a test and discovering the scores to be depressingly lower than expected? What teacher has not been concerned about the effect of low test scores on students' attitudes and motivation? When this situation happened in my second-year algebra class, I launched an impromptu lesson that captured students' interest and offered them a new opportunity for success. The lesson also gave the class insight into elementary mathematical modeling, review and practice of first-year algebra topics, and a forum for lively discussion about the fairness of scaling, or curving test scores.

Sharing Teaching Ideas: Table Tennis, Anyone? Using Ping-Pong to Teach the Coordinate Plane

1997 ◽  
Vol 90 (9) ◽  
pp. 712-714
Author(s):  
John D. Foshay ◽  
Wendy L. Wells
Keyword(s):  
First Year ◽  
Table Tennis ◽  
Coordinate Plane ◽  
Ping Pong ◽  
Teaching Ideas ◽  
Coordinate Geometry ◽  
Algebra Class

During a first-year-algebra class, tenth- and eleventh-grade students, overhearing the sounds of a Ping-Pong game from downstairs, voiced a strong desire to play. This incident led the authors to stumble onto the idea of using Ping-Pong to teach coordinate geometry. From this inquiry by interested students came the idea of using a Ping-Pong table as the visual anchor on which to situate the coordinate plane.

THE APPLICATION OF PREVIEW, READ, WRITE, AND RECITE (PRWR) METHOD TO IMPROVE STUDENT’S ACHIEVEMENT IN READING RECOUNT TEXT

2014 ◽  
Vol 3 (2) ◽  
Author(s):  
Rahmat Nasution And Rahmah
Keyword(s):  
Secondary Data ◽  
Analysis Data ◽  
Primary Data ◽  
Average Score ◽  
First Year ◽  
Generic Structure ◽  
The Subject ◽  
Minimum Criteria ◽  
Main Ideas ◽  
Orientation Test

The objective of this research is to find out whether the application Preview, Read,Write, and Recite (PRWR) method improve student’s achievement in readingrecount text. This research applied classroom action research model. This studywas done in six meetings. The subject of this study was first year of SMAN 1Delitua. Primary data were collected by giving 20 questions of multiple-choicetest, the aspects contained in the tests focused on generic structure, main ideas,factual information, and Secondary data were collected by (interview, observationsheet, and questionnaire sheet. Based on analysis data, it was found that thestudent’s achievement improved. It could be seen from the comparison of result inthe orientation test and the cycle test I and II. There were only 9 students who hadpassed minimum criteria KKM in orientation test (75). The improvement showedthat in cycle I and II, based on the total average score it was 16 (42,4%) up to 26(78,7%) in cycle II, The secondary data gathered from interview, observationsheet, and questionnaire sheet, showed that students’ expression and enthusiasticalso improved. Thus, it was found that the applications of Preview, Read, Write,and Recite (PRWR) method in process of teaching improved students’achievement in reading recount text. It is suggested that English teachers applyPRWR method in teaching reading recount text.

M. V. Nadkarni. Farmer's Movements in India. New Delhi: Allied Publishers Pvt. Ltd., 1987.237 pp.,Price: (hardbound edition) Rupees (Indian) 100.00.

1988 ◽  
Vol 27 (3) ◽  
pp. 333-335
Author(s):  
Khwaja Sarmad
Keyword(s):  
Tamil Nadu ◽  
Rural Poverty ◽  
Price Policy ◽  
New Delhi ◽  
Root Cause ◽  
The Subject ◽  
The Rich ◽  
Land Holdings ◽  
Set Up ◽  
Agricultural Price

This book is a comprehensive analysis of farmers' movements in India with a focus on the movements in Tamil Nadu, Maharashtra, Punjab and Karnatka. It examines the economic, social and political aspects of the farmers' struggle for a better deal within regional and national perspectives and evaluates the potential impact of these struggles on economic development in general, and on rural development, in particular. In a most competent way the author has presented the current state of the debate on the subject. He deals exhaustively with the subject of agricultural price policy and argues against the proposition that favourable price-setting for farm products is adequate to alleviate rural poverty. A better way to tackle this problem is to improve the per capita output in the rural sector, since the root cause of the problem is not unfavourable terms of trade but the increasing proportion of land holdings, which are economically not viable. Agricultural price policy is analyzed within the context of class relations, which enables to establish a link between the economic and political demands of the farmers. This analysis leads the author to conclude, that in contrast with the peasants' movements in India, which helped to break up the feudal agrarian set-up, the recent farmers' movements, with a few exceptions, have little revolutionary content. Their leadership has been appropriated by the rich landowners, who have transformed the movements into a lobby for advancing their own interests, within the existing power structure, to the neglect of the poorer peasantry.

HUBUNGAN ANTARA JIWA WIRAUSAHA MAHASISWA DENGAN MOTIVASI, LINGKUNGAN KELUARGA DAN PENDIDIKAN PADA POLITEKNIK LP3I JAKARTA KAMPUS BEKASI

2018 ◽  
Vol 6 (2) ◽  
pp. 14
Author(s):  
Darmawan Darmawan ◽  
Jajang Setiawan
Keyword(s):  
Key Words ◽  
Family Background ◽  
Research Result ◽  
Education Institution ◽  
Education Level ◽  
Study Program ◽  
Economic Level ◽  
The Subject ◽  
Set Up

<p align="center"><strong>ABSTRACT</strong><strong></strong></p><p align="center"><strong> </strong></p><p align="justify"><em>Today, the growth of economic level begins to rise again that is generated by the increase of   different kind of product and different kind of businesses that are offered by both individual businesses that are done easly independently. To deal with all of business trends, the education institution has to prepare the students to be able to set up a business idenpendedntly through the subject of entrepeuneurship.  As it is regulated in Vision and Mision of study program and is also regulated in the curriculum of lectures. </em><em></em></p><p align="justify"><em>This research is aimed at to find out the correlation between the spirit of entrepeunership and motivation , Family background, and education level. Based on the research result, the finding showed that the spirit of entrepeneurship correlated with the motivation and family background. Based on the finding, it was also found that education level did not correlate with that the spirit of entrepeneurship. In regard with the findings, it is important to develop more the motivation of students to touch up the sperit of entrepenuership. </em><em></em></p><p align="justify"> </p><p><em>Key words: Entrepenuer, Students, Entrepeuneurship. </em></p>

scholarly journals On Kaufmann's theory of the impact of the pianoforte hammer

1920 ◽  
Vol 97 (682) ◽  
pp. 99-110 ◽  
Keyword(s):  
Initial Conditions ◽  
Practical Importance ◽  
Prima Facie ◽  
Point Of View ◽  
Infinite Length ◽  
Modes Of Vibration ◽  
Rigorous Treatment ◽  
The Subject ◽  
Set Up ◽  
The Impact

The theory of the vibrations of the pianoforte string put forward by Kaufmann in a well-known paper has figured prominently in recent discussions on the acoustics of this instrument. It proceeds on lines radically different from those adopted by Helmholtz in his classical treatment of the subject. While recognising that the elasticity of the pianoforte hammer is not a negligible factor, Kaufmann set out to simplify the mathematical analysis by ignoring its effect altogether, and treating the hammer as a particle possessing only inertia without spring. The motion of the string following the impact of the hammer is found from the initial conditions and from the functional solutions of the equation of wave-propagation on the string. On this basis he gave a rigorous treatment of two cases: (1) a particle impinging on a stretched string of infinite length, and (2) a particle impinging on the centre of a finite string, neither of which cases is of much interest from an acoustical point of view. The case of practical importance treated by him is that in which a particle impinges on the string near one end. For this case, he gave only an approximate theory from which the duration of contact, the motion of the point struck, and the form of the vibration-curves for various points of the string could be found. There can be no doubt of the importance of Kaufmann’s work, and it naturally becomes necessary to extend and revise his theory in various directions. In several respects, the theory awaits fuller development, especially as regards the harmonic analysis of the modes of vibration set up by impact, and the detailed discussion of the influence of the elasticity of the hammer and of varying velocities of impact. Apart from these points, the question arises whether the approximate method used by Kaufmann is sufficiently accurate for practical purposes, and whether it may be regarded as applicable when, as in the pianoforte, the point struck is distant one-eighth or one-ninth of the length of the string from one end. Kaufmann’s treatment is practically based on the assumption that the part of the string between the end and the point struck remains straight as long as the hammer and string remain in contact. Primâ facie , it is clear that this assumption would introduce error when the part of the string under reference is an appreciable fraction of the whole. For the effect of the impact would obviously be to excite the vibrations of this portion of the string, which continue so long as the hammer is in contact, and would also influence the mode of vibration of the string as a whole when the hammer loses contact. A mathematical theory which is not subject to this error, and which is applicable for any position of the striking point, thus seems called for.

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