Implementing the Standards: Trigonometry Today

1991 ◽  
Vol 84 (2) ◽  
pp. 98-106
Author(s):  
Christian R. Hirsch ◽  
Marcia Weinhold ◽  
Cameron Nichols
Keyword(s):  
High School ◽  
Research Council ◽  
Full Range ◽  
National Research Council ◽  
College Preparatory ◽  
High School Mathematics ◽  
Procedural Skills ◽  
College Preparatory Mathematics ◽  
College Programs ◽  
Mathematical Sciences

Trigonometry, either as a separate course or as part of an advanced algebra-and-precalculus course, has traditionally been an integral part of college-preparatory mathematics. As college programs evolve to encompass the full range of the mathematical sciences (Ralston and Young 1983, Ralston 1985, National Research Council 1989), preparation for college can no longer be synonymous with preparation for calculus-or at least calculus as it is often taught with the emphasis on recipes and procedural skills. This realization opens the question of the place and nature of trigonometry in contemporary high school mathematics.

Projects: Learning and Leading in Mathematics

1996 ◽  
Vol 89 (6) ◽  
pp. 540
Keyword(s):  
High School ◽  
Mathematics Teachers ◽  
Classroom Practice ◽  
Development Program ◽  
School Mathematics ◽  
High School Mathematics ◽  
Capstone Courses ◽  
Mathematical Sciences ◽  
Academic Year ◽  
High School Mathematics Teachers

The Mathematical Sciences Sequential Summer Institute, MS3I, is a three-year professional-development program for high school mathematics teachers. Sponsored by the National Science Foundation, the institute is in its second year. The purpose of MS3I is to enable thirty well-prepared high school mathematics teachers to pursue intensive study of contemporary mathematics and applications while developing as mentors for their colleagues. A cohesive sequence of courses offered across three sequential summers is linked by academic-year capstone courses connecting study with classroom practice.

Teaching Basic Mathematics and Survival Skills

1985 ◽  
Vol 78 (9) ◽  
pp. 668-671
Author(s):  
Patricia Frey-Mason
Keyword(s):  
High School ◽  
The State ◽  
College Preparatory ◽  
Test Set ◽  
Mathematics Courses ◽  
College Preparatory Mathematics ◽  
Teaching Of Mathematics ◽  
Survival Skills ◽  
Set Up ◽  
High School Diplomas

In this age of computers and with the emphasis on the teaching of mathematics, we are apt to forget the needs of our most “basic” students. I define basic students as those aspiring to high school diplomas but not having the ability to succeed in college preparatory mathematics courses. We require these students to pass a year of basic arithmetic, usually called general mathematics, geared toward enabling them to pass a minimum-competency test set up by the state.

Using Special Interests to Stimulate the Study of Mathematics

1948 ◽  
Vol 41 (7) ◽  
pp. 309-310
Author(s):  
Ida Mae Heard
Keyword(s):  
High School ◽  
School Mathematics ◽  
College Preparatory ◽  
High School Mathematics ◽  
Special Interests ◽  
Traditional Course ◽  
The Subject ◽  
Course Of Study

The original traditional course in high school mathematics was college preparatory in nature. The teacher's time was largely spent in trying to pour facts into the youngsters rather than in drawing the youngsters out or in leading them toward the subject. If a student failed to pass the work, his failure was said to be caused by any of the following: a lack of application, stubborness, or laziness. This course of study made little provision for different interests, different abilities, or different needs.

Mathematics Examinations: Russian Experiments

2003 ◽  
Vol 96 (5) ◽  
pp. 336-342
Author(s):  
Alexander Karp
Keyword(s):  
High School ◽  
Full Range ◽  
Educational Assessment ◽  
School Mathematics ◽  
Teaching Mathematics ◽  
High School Mathematics ◽  
Teaching Approaches ◽  
Policy Makers ◽  
The Public ◽  
The Subject

The goal of this article is to describe the objectives and methods of Russia's—more precisely, of St. Petersburg's—graduation examinations in high school mathematics. Although some interesting studies have described the experience of other nations (see, e.g., Dossey [1996]), the information is not widely disseminated and possible implications for American practice are not discussed much. However, the attention of both the public and the policy makers is now directed at the need for educational assessment, and other examination systems can serve as working experiments in methods of assessment. Such a comparison does not imply constructing a crude tabular comparison between systems of instruction and examination results or constructing simplistic hierarchies of teaching approaches, since curricula and the focus of teaching vary from one system to another. Our increased awareness of the full range of mathematics now being taught, in both content and pedagogy, should inform our own discussions of these issues. The Russian experience in teaching mathematics is a case in point, and knowledge of this experience might help anyone who is interested in teaching the subject.

Upgrading High School Mathematics Instruction: Improving Learning Opportunities for Low-Achieving, Low-Income Youth

1997 ◽  
Vol 19 (4) ◽  
pp. 325-338 ◽  
Author(s):  
Adam Gamoran ◽  
Andrew C. Porter ◽  
John Smithson ◽  
Paula A. White
Keyword(s):  
High School ◽  
New York ◽  
Low Income ◽  
Mathematics Instruction ◽  
Cognitive Strategies ◽  
Hierarchical Linear Model ◽  
College Preparatory ◽  
Dead End ◽  
College Preparatory Mathematics ◽  
Content Coverage

Low-achieving, low-income students are typically tracked into dead-end math courses in high school. In this article, the authors evaluate the success of “transition” math courses in California and New York, which are designed to bridge the gap between elementary and college-preparatory mathematics and to provide access to more challenging and meaningful mathematics for students who enter high school with poor skills. The authors hypothesize that the transition courses—Math A in California and Stretch Regents and UCSMP Math in New York—allow students to keep pace with those who enter college-preparatory courses by covering rigorous mathematical content using a range of cognitive strategies. Data from 882 students in 48 math classes are analyzed using a three-level hierarchical linear model. The results show that growth in student achievement is significantly lower in general-track classes than in college-preparatory classes. Achievement in transition classes falls in between: not significantly lower than in college-preparatory classes, but not significantly greater than in general-track classes. More rigorous content coverage accounts for much of the achievement advantage of college-preparatory classes. The transition classes are judged a partial success in meeting their goal of upgrading the quality of mathematics instruction for low-achieving, low-income youth.

scholarly journals O Texto Descritivo e o Whatsapp: um Diálogo Possível e uma Dinâmica que Funciona

2016 ◽  
Vol 17 (5) ◽  
pp. 478
Author(s):  
Rejane Aguiar da Silva ◽  
Rogério Nascimento Bortolin ◽  
Evandro De Melo Catelão
Keyword(s):  
High School ◽  
Short Story ◽  
Research Council ◽  
New Technologies ◽  
National Research Council ◽  
Second Grade ◽  
School Committee ◽  
Text Production ◽  
How People Learn ◽  
Multimodal Language

O conceito de descrição foi abandonado e redefinido como uma sequência textual, parte integrante de alguns planos de texto, como a do conto, da fábula, entre outros. Entretanto, perante a dificuldade percebida nos alunos em descrever itens, lugares, pessoas e situações tanto de maneira objetiva, quanto de maneira subjetiva, verificou-se, então, a necessidade de voltar às tipologias e trabalhar o texto descritivo (ampliando suas bases) em uma turma de segundo ano do Ensino Médio, possibilitando melhoria na composição de gêneros textuais, que possuam tal sequência em seu plano de texto de maneira mais eficiente e criativa. Unindo as novas tecnologias e o ensino, a dinâmica foi baseada em uma prática relatada no livro How people learn: brain, mind, experience and school (Committee from National Reserach Council) e adaptada para o contexto. Um grupo no whatsApp foi criado com os alunos, um deles foi escolhido e foi enviada uma imagem para uma aluna integrante da turma, que ficou com a tarefa de descrevê-la minuciosamente e postar para que os demais pudessem reproduzi-la da maneira mais fiel possível. Dessa forma, depois de trabalharem um bimestre como produtores de sequências descritivas, orais e escritas, os alunos finalizaram tal etapa produzindo um texto ilustrativo com base no material descritivo postado no grupo. Os resultados, descritos no presente trabalho, partiram de uma alternativa de sair dos formatos tradicionais da aula de produção de texto e proporcionando maior liberdade para que os alunos fizessem uso da linguagem multimodal de maneira competente e inovadora. Palavras-chave: Texto Descritivo. WhatsApp. Dinâmica de Produção. AbstractThe description concep was abandoned and redefined as a text sequence, an integral part of some text plans, such as the short story, fable and others. Due to the difficulty noticed at the students in describing items, places, people and situations both in an objectively and subjectively way, it has been observedthe necessity of going back to the typologies and work with the descriptive text (expanding its basis) in a second grade High School, making possible the improvementin the text genres composition that holds that sequence in their text plan in an efficient and creative way. Combining the new technologies and teaching, the dynamics was based in a practice reported on the book How people learn: brain, mind, experience and school (Committee from National Research Council) and adapted to the context. A whastapp group was created with the students, one of them was chosen and a picture was sent to a student from the class that was in charge ofdescribingit thoroughly and post it so the others could reproduce it faithfully. In this way, after working a bimester as oral and writing descriptive sequences producers, the students ended this step producing an illustrative text based on the descriptive material posted on the whatsapp group. The results, described in this paper, started from an alternative to quit the traditional formats of text production classes providing more freedom for the student using the multimodal language in a proficient and innovative way. Keywords: Descriptive text. Whatsapp. Dynamic Production.

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