Involve the Community

1993 ◽  
Vol 86 (6) ◽  
pp. 442-448
Author(s):  
Sue Jackson Barnes
Keyword(s):  
High School ◽  
Mathematics Teachers ◽  
Daily Basis ◽  
School Mathematics ◽  
Mathematics Students ◽  
High School Mathematics ◽  
Know How ◽  
Banking Activity ◽  
And Mathematics ◽  
Mathematics Course

Many high school mathematics students unrealistically believe that if they can just finish one more general mathematics course, they will never again have to face mathematics. They realize that they must know how to write checks and are quite eager to learn about managing a checking account. Other than this banking activity, they are quite sure that only engineers and mathematics teachers use mathematics on a daily basis. When asked about such items as taxes and insurance, the stock answer is, “Oh, I'll just let my accountant take care of things like that!”

Sound Off!: Why Do So Many Students Perform So Poorly in Higher-Level Mathematics

2003 ◽  
Vol 96 (2) ◽  
pp. 102-104
Author(s):  
Kathryn Risher
Keyword(s):  
High School ◽  
High School Students ◽  
Mathematics Teachers ◽  
Daily Basis ◽  
School Mathematics ◽  
High School Mathematics ◽  
School Students ◽  
Mathematics Courses ◽  
Do So ◽  
High School Mathematics Teachers

As high school mathematics teachers, my colleagues and I face this sad reality on a daily basis. After years of experience instructing teenagers in algebra, geometry, trigonometry, and calculus, we have recognized a number of forces that impede the success of high school students in higher-level mathematics courses. Many students and their parents either fail to recognize these forces or refuse to face them.

Experimental Programs: Individual mathematics study plan

1962 ◽  
Vol 55 (1) ◽  
pp. 52-56
Author(s):  
M. J. Brannon
Keyword(s):  
High School ◽  
Mathematics Teachers ◽  
School Mathematics ◽  
Mathematics Students ◽  
High School Mathematics ◽  
Individual Study ◽  
Study Plan ◽  
High School Mathematics Teachers

After three years' experience with an individual study plan for certain able mathematics students at Urbana High School, we want to share some of our observations and conclusions with other high-school mathematics teachers who might find these methods useful in their own classes.

scholarly journals STEM Integration for High School Mathematics Teachers

2020 ◽  
Vol 6 (1) ◽  
pp. 52-63
Author(s):  
Micah Stohlmann
Keyword(s):  
High School ◽  
Stem Education ◽  
Mathematics Teachers ◽  
Knowledge Bases ◽  
School Mathematics ◽  
High School Mathematics ◽  
Stem Integration ◽  
Integrated Stem ◽  
And Mathematics ◽  
High School Mathematics Teachers

The discipline of mathematics in science, technology, engineering, and mathematics (STEM) integration has not yet been consistently connected in a clear way for a large amount of high school mathematics teacher to implement STEM integration well. In response to this I have proposed a focus on integrated steM education; the integration of STEM subjects with an explicit focus on mathematics. There are benefits to integrated steM education in a mathematics classroom including increased motivation, interest, and achievement for students. Integrated steM integration can also prepare students with the needed proficiencies and knowledge bases to be productive and impactful members of society. This article discusses three methods that high school mathematics teachers can utilize for integrated steM education. By focusing on open-ended problems through engineering design challenges, mathematical modeling, and mathematics integrated with technology high school students are more likely to see mathematics as meaningful and valuable. Examples of each method are discussed along with common instructional elements among the methods.

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