Asked & Answered

2020 ◽  
Vol 113 (6) ◽  
pp. 520-523
Keyword(s):  
High School ◽  
Middle Grades ◽  
Elementary Grades ◽  
Discussion Threads

The Asked & Answered department shares excerpts from discussion threads on the online MyNCTM community. In this issue, featured threads highlight responses to members' questions related to enrichment and differentiation in the elementary grades, equivalent equations in the middle grades, and assessment retakes in high school.

Asked & Answered

2020 ◽  
Vol 113 (4) ◽  
pp. 330-332
Keyword(s):  
High School ◽  
Middle School ◽  
Upper Elementary ◽  
Elementary Grades ◽  
High School Algebra ◽  
Discussion Threads

The Asked & Answered department shares excerpts from discussion threads on the online MyNCTM community. In this issue, featured threads highlight responses to members' questions related to mathematical depth in preschool, spiral review in the upper elementary grades, ideas for differentiation in middle school, and projects for high school algebra.

Contemporary Curriculum Issues: Statistics in the Middle Grades: Understanding Center and Spread

2008 ◽  
Vol 14 (1) ◽  
pp. 38-43
Author(s):  
Gary Kader ◽  
Jim Mamer
Keyword(s):  
High School ◽  
Problem Solving ◽  
Middle Grades ◽  
Statistical Problem ◽  
School Level ◽  
Elementary Grades ◽  
Statistical Thinking ◽  
High School Level ◽  
Problem Solving Process ◽  
K 12

The GAISE report emphasizes the importance of students having experience with statistical thinking throughout the pre-K-12 curriculum. Students' encounters with statistics in the middle grades should build on their foundational experiences from the elementary grades and provide a link to the inferential types of statistical thinking developed at the high school level. Middle-grades students should be actively involved in the statistical problem-solving process described in the GAISE report. That process involves (1) formulating a question that can be addressed with data, (2) collecting data to address the question, (3) analyzing the data, and (4) interpreting the results.

Prometheus Bound in ISS

2021 ◽  
Vol 2 (12) ◽  
pp. 37-51
Author(s):  
Daren Schuettpelz ◽  
Keyword(s):  
High School ◽  
Computer System ◽  
Air Force ◽  
Short Story ◽  
School Suspension ◽  
School Year ◽  
Discussion Threads ◽  
In School Suspension ◽  
Election Results ◽  
School Computer

Is there an appropriate way for those in power to blow off steam? Are teachers ever allowed to speak in a derogatory manner about students? In this work of philosophical short story fiction, Ethan is an intelligent loner high school Junior. His sister has gone off to the Air Force, and his mother recently died while driving drunk. One day he is approached by two of the popular girls in school who offer him $100 to hack into the school computer system and rig the Cotillion Queen voting results. He agrees, steals a teacher’s password, and logs into the teacher intranet to change the election results. While in the system he finds various “teacher only” discussion threads. In the threads, teaches talk candidly about which students they like and dislike. They also crack jokes about students, and generally say off-color remarks, including a few about Ethan. Ethan screen captures the conversations and emails them to the school and parents. Consequently, he is serving the remainder of the school year in In-School-Suspension.

An analysis of the presentation of Sikhism in social studies textbooks

2018 ◽  
Vol 13 (2) ◽  
pp. 238-253
Author(s):  
Sean Colbert-Lewis ◽  
Drinda E. Benge
Keyword(s):  
High School ◽  
Content Analysis ◽  
Social Studies ◽  
Critical Pedagogy ◽  
Middle Grades ◽  
National Council ◽  
Content Type ◽  
Religious Literacy ◽  
The Social ◽  
Social Studies Textbooks

Purpose The increase of Islamophobia-inspired hate crimes toward Sikh Americans led the Sikh Coalition of America and the National Council for the Social Studies to request social studies educators to conduct a content analysis on the presentation of Sikhism in social studies textbooks. The Sikh Coalition hopes to use the findings of such research to encourage more appropriate inclusion about the religion in textbooks by the leading publishing companies and as a legitimate social studies subject of instruction in the state standards for all 50 states. The paper aims to discuss this issue. Design/methodology/approach The incorporation of critical pedagogy, as a tool of critical multiculturalism, serves as the theoretical design of this study. Content analysis serves as the method of research for this study. The authors also employed an online survey to determine the scope of religious literacy of the pre-service teachers with regard to Sikhism before the conducting of content analysis of social studies textbooks for the presentation of Sikhism. Findings The current presentation of Sikhism in social studies textbooks has the potential to help fuel the Islamophobia that Sikh Americans now face. The authors found that the pre-service teachers possess little religious literacy regarding Sikhism. Furthermore, from the content analyses, the authors found that a total of 21 out of the sample of 32 textbooks (5 elementary, 11 middle grades and 16 high school) mention Sikhism. Eight textbooks include a mention of the origins of Sikhism. Nine textbooks misidentify the religion as a blending of Hinduism and Islam. Nine textbooks mention the religion in relation to the assassination of Indira Gandhi. Research limitations/implications The originality of this research led the authors to find that the very limited and inaccurate information we found present in the most-used textbooks for elementary, middle grades and high school social studies made the employing of inferential statistics like correlation difficult. Also, the authors found from the literature that research addressing Islamophobia in the classroom has centered on the role of licensed teachers only. The research gives a model to how pre-service teachers may address Islamophobia in the classroom and also gain religious literacy regarding Sikhism. Practical implications The rise of Islamophobia-inspired violence toward students of South Asian descent has led to the call to address this matter. The research introduces a method to how social studies education professors may help engage their pre-service teachers in proactively addressing Islamophobia. Social studies professors have a responsibility to help promote social justice through critical pedagogy that explores the religious literacy of their pre-service teachers beyond Buddhism, Christianity, Hinduism, Islam and Judaism. Social implications The Sikh Coalition, by telephone, has formally acknowledged to the authors that the textbook research has been the most extensive they have received since making their joint request with the National Council for the Social Studies. They have used the research to successfully convince the state education boards of Texas and recently Tennessee to adopt the inclusion of Sikhism in social studies content. More Americans, at a young age, need to learn about Sikh culture, so they are less likely to develop prejudicial ideas about Sikh Americans and commit violent acts of religious-based discrimination. Originality/value The research is extremely rare. To date, no one else in the country has conducted research on the presentation of Sikhism in textbooks to the extent that the authors have. The authors hope that the research will encourage more dialogue and further research. The authors hope that the research will help prevent further acts of religious-based violence toward followers of the world’s sixth largest religion.

Experiments and Relational Studies in Problem Solving: A Meta-Analysis

1992 ◽  
Vol 23 (3) ◽  
pp. 242-273 ◽  
Author(s):  
Ray Hembree
Keyword(s):  
High School ◽  
Problem Solving ◽  
Performance Improvement ◽  
Middle Grades ◽  
Positive Impact ◽  
Meta Analysis ◽  
Performance Training ◽  
Basic Performance ◽  
Problem Solvers ◽  
Better Than

Results in 487 reports were integrated by meta-analysis to study four regions of problem solving: characteristics of problem solvers, conditions for harder and easier problems, effects of different instructional methods on problem-solving performance, and effects of classroom-related conditions on problem-solving performance. Direct significant links were found between problem solving and various measures of basic performance, especially skills in basic mathematics. Weaker correlations appeared between problem solving and IQ measures. A format consisting of full problem statements supported by diagrams, figures, or sketches directly related to better performance; training for skill in such representations provided the largest performance improvement. During the early grades K–5, no method of problem-solving instruction emerged as superior. Heuristics in middle grades 6–8 seemed mildly better than other approaches and gained a distinctly superior status in high school. A positive impact on students' performance also resulted from teachers especially trained in heuristical methods.

Why Teach Mathematics?

1945 ◽  
Vol 38 (2) ◽  
pp. 51-55
Author(s):  
H. Van Engen
Keyword(s):  
High School ◽  
General Education ◽  
Junior High School ◽  
Junior High ◽  
Elementary Grades ◽  
The Past ◽  
Common School ◽  
Tenth Grade ◽  
Grade Program ◽  
The Common

During the past decade, certain areas in the curricula of the common school have been relatively static while other areas have been modified, in some cases, to the extreme. In the first few grades of the elementary school one finds numerous changes that have taken place and are still taking place. Many of these changes are indeed significant, particularly in arithmetic. In the middle elementary grades one finds a diminishing of the number and importance of the changes as compared with those of the lower grades. Again in the junior high school much has been done to adapt materials to the needs of the age. In mathematics adjustments have been made particularly at this level. Yet in spite of the fact that the mathematics of the junior high school has been modified to meet the needs of general education, one finds the attacks continuing, especially those directed at tenth grade mathematics which has not been altered as much as the ninth grade program.

Developing Meaning for Algebraic Symbols: Possibilities and Pitfalls

2008 ◽  
Vol 13 (8) ◽  
pp. 478-483
Author(s):  
John K. Lannin ◽  
Brian E. Townsend ◽  
Nathan Armer ◽  
Savanna Green ◽  
Jessica Schneider
Keyword(s):  
High School ◽  
Middle Grades ◽  
Deep Understanding ◽  
College Experiences ◽  
Important Goal ◽  
Symbolic Representations ◽  
Mathematical Symbols ◽  
The World ◽  
Formal Algebra ◽  
College Calculus

An important goal of school mathematics involves helping students use the powerful forms of representation that have been developed over the centuries through the work of mathematicians throughout the world. However, challenges exist in encouraging students to develop meaning for the mathematical symbols used in formal algebra. Research has demonstrated that students often fail to develop a deep understanding of the meaning of symbolic representations of variables (e.g., Booth 1984; Clement 1982), so much so that Thompson (1994) found that a limited understanding of the meaning of variables negatively impacts students who later take college calculus. The question arises as to how we can develop meaning for formal algebraic symbols in the middle grades so that instruction can build on this meaning throughout students' high school and college experiences.

Call for Manuscripts: Alebraic Concepts in the Middle school

1998 ◽  
Vol 4 (1) ◽  
pp. 60-62
Keyword(s):  
High School ◽  
School Districts ◽  
Grade Level ◽  
Middle Grades ◽  
High School Graduation ◽  
Secondary Level ◽  
Successful Completion ◽  
Global Marketplace ◽  
School Graduation ◽  
Students Success

Algebra has been called the “gatekeeper” because it is a prerequisite not only for further mathematics study but for increased opportunities in the global marketplace. As a growing number of school districts nationwide require successful completion of at least one course in algebra for high school graduation, middle-grades educators are being asked by their secondary-level colleagues to support and to help implement this mandate. The rate of students' success with this subject has been linked to the careful, planned development of algebra as a way of thinking about and modeling various phenomena at every grade level.

Doing Algebra in Grades K-4

1997 ◽  
Vol 3 (6) ◽  
pp. 346-356
Author(s):  
Zolman Usiskin
Keyword(s):  
High School ◽  
Elementary School ◽  
Elementary School Teachers ◽  
Elementary Grades ◽  
School Teachers ◽  
High School Geometry ◽  
School Geometry

About thirty-five years ago the movement to incorporate geometry into the elementary grades began. To many elementary school teachers, the mention of the word geometry brought back memories of a high school geometry course that dealt with abstraction and proof. The thought of teaching children this geometry was naturally viewed with incredulity.

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