Implementing the “Professional Standards for Teaching Mathematics”: Teaching Middle School Students with Diverse Cultural Backgrounds

1994 ◽  
Vol 87 (2) ◽  
pp. 122-126
Author(s):  
Walter Callahan ◽  
Margaret A. Farrell
Keyword(s):  
Middle School ◽  
Preservice Teachers ◽  
Middle School Students ◽  
Mathematics Teaching ◽  
School Teacher ◽  
Professional Standards ◽  
Teaching Mathematics ◽  
Cultural Backgrounds ◽  
School Students ◽  
Haitian Students

In this second article of the 1993-94 series, a middle school teacher reflects on his work with Hispanic and Haitian students. He used what he has learned to recommend ways to help preservice teachers learn about students of other cultures.– Ed.

Using Games to Meet the Standards for Middle School Students

1993 ◽  
Vol 40 (9) ◽  
pp. 499-503
Author(s):  
Lisa M. Leonard ◽  
Dyanne M. Tracy
Keyword(s):  
Middle School Students ◽  
Mathematics Teaching ◽  
Teaching And Learning ◽  
Professional Standards ◽  
Teaching Mathematics ◽  
National Council ◽  
Teaching Behaviors ◽  
School Students ◽  
Evaluation Standards ◽  
Broad Framework

It is evident that our society as a whole needs to take a new look at the way mathematics is taught. The National Council of Teachers of Mathematics (NCTM) has publ ished documents to establish a broad framework that will lead to the transformation of the teaching and learning of mathematics. The Curriculum and Evaluation Standards (1989) calls for a reform in school mathematics based on societal and economic needs. The Professional Standards for Teaching Mathematics (1991) makes suggestions for teachers about ways to change their mathematics teaching behaviors on the basis of the curriculum standards. It will take time to educate teachers and administrators about both documents.

Call for Manuscripts for the 1999 Focus Issue: Data and Chance in the Middle School Curriculum

1997 ◽  
Vol 3 (1) ◽  
pp. 45
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Mathematics Teaching ◽  
School Curriculum ◽  
School Students ◽  
Middle School Curriculum

The march 1999 issue of Mathematics Teaching in the Middle School (MTMS) will focus on the theme “Data and Chance in the Middle School Curriculum.” The Editorial Panel would like to feature exemplary lessons related to these topics, examine how these topics might be explored by middle school students, and highlight ways that data and chance can be connected to other areas of study.

Three's the Charm

1997 ◽  
Vol 3 (1) ◽  
pp. 3
Author(s):  
Mari Muri ◽  
Judi Zawojewski
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Mathematics Teaching ◽  
Poor Performance ◽  
Science Study ◽  
School Students ◽  
National Assessment ◽  
The Third ◽  
School Classroom ◽  
Mathematics And Science

The editorial panel is pleased to (welcome readers to volume 3 of Mathematics Teaching in the Middle School. Good things come in threes, and the journal is no exception. Three noteworthy events will characterize volume 3. The first is a special March-April 1998 issue with a focus on geometry. We chose this topic because it has traditionally been an area of poor performance by middle school students, as indicated by the results of the National Assessment of Educational Progress and the Third International Mathematics and Science Study. Yet geometry has the potential for creating exciting opportunities for “doing” mathematics in the middle school classroom. Further, with the increased availability of technology-based geometry tools, students' experiences with the topic can be enhanced through dynamic aud sophisticated investigations.

scholarly journals Preservice Social Studies Teachers’ Views on Middle School Students’ Levels of Historical Literacy

2021 ◽  
Vol 9 (3) ◽  
pp. 158
Author(s):  
Samet Çiçek ◽  
Osman Akhan
Keyword(s):  
Middle School ◽  
Preservice Teachers ◽  
Middle School Students ◽  
Social Studies ◽  
Structured Interview ◽  
Social Studies Teachers ◽  
School Students ◽  
Low Level ◽  
Historical Series ◽  
Historical Literacy

This research aimed to present reasons and solutions that soon-to-graduate preservice social studies teachers expressed in relation to middle school students’ low level of historical literacy as reported in the literature. To this end, we used a basic qualitative research design. The sample consisted of 30 soon-to-graduate preservice teachers (17 women and 13 men) who were studying social studies teaching at the faculty of education of a state university in the 2019-2020 academic year and already served their teaching internship. The data were collected using the semi-structured “Interview form” developed by Keçe (2013). The data were analysed using descriptive analysis. According to the analysis results, the preservice social studies teachers stated that middle school students’ low level of historical literacy was generally due to the methods and techniques used by teachers in teaching historical topics, students’ lack of interest in historical topics, and the lack of parental encouragement. The preservice teachers also highlighted that students should be encouraged to use social media tools properly and the content of historical series, films, documentaries, and television shows should be adjusted to students.

scholarly journals Discovering Voices: College Students and Middle Schoolers Explore Identities, Differences, and Connections through the Structure of a Poem

2018 ◽  
Vol 20 (2) ◽  
pp. 133 ◽  
Author(s):  
Alison Cook-Sather ◽  
Anne Kenealy ◽  
Maurice Rippel ◽  
Julia Beyer
Keyword(s):  
College Students ◽  
Middle School ◽  
Middle School Students ◽  
School Teacher ◽  
Middle School Teacher ◽  
School Students ◽  
Middle Schoolers ◽  
College Professor ◽  
College Undergraduate

Co-authored by a college professor, a middle-school teacher, a college undergraduate, and a 7th grader, this article focuses on college and middle-school students’ experiences of discovering their own and others’ voices. The discovery unfolds through composing and reflecting on poems in the form of Jacqueline Woodson’s “it’ll be scary sometimes,” which focuses on the experience of being different. The students’ dis-covering of voices deepens their own and their teachers’ education and creates spaces, structures, and processes that affirm students’ diverse histories and identities. Honoring differences and finding connections in these ways contribute to greater equity and inclusiveness.

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