GPS: Equivalent Expressions

2020 ◽  
Vol 113 (5) ◽  
pp. 436-438
Author(s):  
Matt Enlow ◽  
S. Asli Özgün-Koca
Keyword(s):  
Main Question ◽  
Mathematics Students ◽  
Mathematical Expressions ◽  
K 12 ◽  
Equivalent Expressions

Equality is one of the main concepts in K–12 mathematics. Students should develop the understanding that equality is a relationship between two mathematical expressions. In this month's GPS, we share tasks asking students one main question: how do they know whether or not two mathematical expressions are equivalent?

Adapting Test Construction for Mainstreamed Mathematics Students

1988 ◽  
Vol 81 (5) ◽  
pp. 388-392
Author(s):  
Jennifer Wingo Miederhoff ◽  
Judy W. Wood
Keyword(s):  
Learning Disabled ◽  
Test Construction ◽  
Mathematics Students ◽  
Handicapped Children ◽  
Emotionally Handicapped ◽  
Mathematics Tests ◽  
Educable Mentally Retarded ◽  
Virginia Commonwealth University ◽  
K 12 ◽  
Regular Classes

Recognizing the need for making adaptations for special students in regular classes, Project Train at Virginia Commonwealth University has developed a model for adapting the curriculum for mildly handicapped children (Wood 1985). The model is generic to all academic subjects and grades K-12. This article focuses on adapting the construction of teacher made mathematics tests for mildly handicapped children, that is, the educable mentally retarded, the emotionally handicapped, and the learning disabled, in the mainstream.

scholarly journals Evaluating Spiral Progression Approach (SPA) in Teaching Science and Mathematics for Junior High Curriculum

2021 ◽  
Vol 4 (3) ◽  
pp. 39-47
Author(s):  
Paulo G. Batidor ◽  
Leomarich F. Casinillo
Keyword(s):  
Academic Performance ◽  
Basic Education ◽  
Teaching Science ◽  
Mathematics Students ◽  
Cognitive Improvement ◽  
Wilcoxon Rank Sum Test ◽  
Post Test ◽  
And Mathematics ◽  
K 12 ◽  
Performance Results

The goal of the Spiral Progression Approach (SPA) is that the teaching process will lead to boosting cognitive improvement. This study aimed to evaluate SPA in teaching Science and Mathematics students using the modified post-test only design. The first batch of the K-12 program is the treatment group. In contrast, the last batch under the Basic Education Curriculum is the comparison group. The Wilcoxon rank-sum test was used to determine a significant impact on the students' academic performance. Results showed a significant impact in Biology and Chemistry but not in Integrated Science and Physics. There was also a significant impact in Trigonometry and Statistics but not in Elementary Algebra, Intermediate Algebra, and Plane Geometry. However, the student's academic performance remained below satisfactory in Biology, Chemistry, and Trigonometry, and Statistics. Hence, teachers must be experts in their respective fields and undergo rigorous training to improve their strategies and become globally competitive educators.

Connections: A Lottery, a Computer, and the Number e

1993 ◽  
Vol 86 (8) ◽  
pp. 652-655
Author(s):  
Alfinio Flores
Keyword(s):  
Mathematics Curriculum ◽  
School Mathematics ◽  
Mathematics Students ◽  
Evaluation Standards ◽  
Mathematical Connections ◽  
Constant E ◽  
K 12 ◽  
Compound Interest ◽  
Probabilistic Context ◽  
Mathematical Constants

I mportant mathematical constants, like π and e. which are encountered first in specific contexts, appear throughout different branches of mathematics. Students are surprised to find rr, which they know as the ratio of the circumference to the diameter of a circle, in such a probabilistic context as Buffon's needle problem (Hirsch 1981). This article links Euler's constant e-the base of natural logarithms, which students usuaUy encounter in relation to compound-interest problems-with an experiment simulating a drawing. Establishing mathematical connections among different mathematical fields is one of the standards stressed throughout the K-12 mathematics curriculum in NCTM's Curriculum and Evaluation Standards for School Mathematics (1989).

On My Mind: A National Mathematics Curriculum for the United States: Two Perspectives

2006 ◽  
Vol 12 (2) ◽  
pp. 70-72
Author(s):  
Robert W. Borst ◽  
Vickie Rorvig
Keyword(s):  
United States ◽  
Grade Level ◽  
Mathematics Curriculum ◽  
National Curriculum ◽  
The United States ◽  
Mathematics Students ◽  
Learning Expectations ◽  
K 12

Should a national curriculum be developed and mandated for K–12 schools in the United States? That is, should a set of learning expectations outlining what mathematics students at each grade level must study and learn be articulated for every school in the nation?

Sign in / Sign up

Export Citation Format

Share Document