The Ratio Table

1995 ◽  
Vol 1 (4) ◽  
pp. 282-288 ◽  
Author(s):  
James A. Middleton ◽  
Marja van den Heuvel-Panhuizen
Keyword(s):  
Middle School Teachers ◽  
Conceptual Understanding ◽  
Mathematics Teacher ◽  
Mathematical Knowledge ◽  
Middle Grades ◽  
School Teachers ◽  
Knowledge Levels ◽  
Addition And Subtraction ◽  
High Degree

The middle grades offer unique challenges to the mathematics teacher, especially in this time of transition from traditional to reformed curricula and methods. The range and conceptual quality of mathematical knowledge that students have as they enter grades 5 and 6 vary greatly. Many students have been accelerated through textbooks, resulting in a high degree of proficiency at arithmetic computation but sometimes with little conceptual understanding of the underlying mathematics. Many other students will enter the middle grades with only rudimentary understanding of addition and subtraction. This disparity of skills and understanding creates a difficult dilemma for middle school teachers. Should they review the arithmetic that students have already experienced, or should they forge ahead to a higher level of more difficult mathematics? This decision need not be perceived as a dichotomy. Methods exist for exploring higher-order mathematical topics conceptually that allow understanding by students of varying knowledge levels whatever their base knowledge may be.

scholarly journals Mathematics Teacher and Curriculum Quality, 2005 and 2016

AERA Open ◽  
2019 ◽  
Vol 5 (4) ◽  
pp. 233285841988052
Author(s):  
Heather C. Hill ◽  
Virginia Lovison ◽  
Thomas Kelley-Kemple
Keyword(s):  
Middle School Teachers ◽  
Great Recession ◽  
Mathematics Teacher ◽  
Mathematical Knowledge ◽  
Mathematical Knowledge For Teaching ◽  
Demographic Characteristics ◽  
Curriculum Materials ◽  
School Teachers ◽  
The Great Recession ◽  
Knowledge For Teaching

Efforts to improve teachers’ knowledge and to change the nature of curriculum materials have dominated mathematics reforms since the late 1990s. In this article, we compared middle school teachers’ mathematical knowledge for teaching (MKT) and curriculum use between 2005 and 2016 to assess progress toward these key goals. We found teachers’ MKT increased an amount equal to the average teacher in the 2005 sample improving five percentile points. However, No Child Left Behind’s attempts to encourage mathematics degrees in this population do not explain this increase, as teachers were less likely in 2016 than in 2005 to possess such a degree. Instead, our data are consistent with schools hiring more knowledgeable individuals during the Great Recession. Between surveys, the strength of the association between teacher MKT and student demographic characteristics decreased, although equity gaps still persist. Finally, our data suggest a modest movement toward standards-based curriculum materials over this period.

Families Ask: Manipulatives in the Middle School

2004 ◽  
Vol 9 (6) ◽  
pp. 332-333
Author(s):  
Sherri Martinie ◽  
Janet Stramel
Keyword(s):  
Middle School ◽  
Middle School Teachers ◽  
Middle Grades ◽  
Time Constraints ◽  
School Teachers ◽  
Use Of Time ◽  
New Concepts ◽  
Math Manipulatives ◽  
Management Problems ◽  
Effective Use

Students of all ages need to do math to understand math. Manipulatives provide a way for students to do mathematics in a concrete manner, and they learn some mathematics concepts better when explored with manipulatives. Middle school teachers sometimes fail to see the purpose of manipulatives, citing reasons such as time constraints and management problems, and generally feel that they are not important. Training students in the appropriate use of manipulatives alleviates many management problems and results in the effective use of time. Learning new concepts in the middle grades is just as complex a task as learning new concepts at grades K–3.

Improving Middle School Teachers' Reasoning about Proportional Reasoning

2003 ◽  
Vol 8 (8) ◽  
pp. 398-403
Author(s):  
Charles S. Thompson ◽  
William S. Bush
Keyword(s):  
Professional Development ◽  
Middle School ◽  
Middle School Teachers ◽  
Middle Grades ◽  
Proportional Reasoning ◽  
Development Project ◽  
School Teachers

Article describes a professional development project to increase teachers' understanding of proportional reasoning, the thinking patterns associated with proportional reasoning, and the applications of proportional reasoning across the middle-grades curriculum.

Introduction to Volume 11: A Second Decade of Mathematics

2005 ◽  
Vol 11 (1) ◽  
pp. 3
Author(s):  
Joe Zilliox
Keyword(s):  
Middle School ◽  
Middle School Teachers ◽  
Mathematics Teaching ◽  
School Teachers ◽  
The Future ◽  
Teachers And Students ◽  
Editorial Decisions ◽  
Specific Interests

Volume 11 marks the beginning of a second decade for Mathematics Teaching in the Middle School (MTMS). The journal has continued to grow since NCTM initially responded to readers' concerns and developed a publication addressing the specific interests and needs of middle school teachers and students. This focus on teachers and students that guided editorial decisions throughout the first ten years will continue to influence the contents and quality of the journal into the future.

scholarly journals Implementation of Class Visits Supervision to Determine Teacher Professionalism

2020 ◽  
Vol 7 ◽  
Author(s):  
Elok Sundus ◽  
Istikomah Istikomah ◽  
Nyong ETIS ◽  
Isa Anshori
Keyword(s):  
Middle School Teachers ◽  
Sampling Procedure ◽  
School Principal ◽  
Teacher Professionalism ◽  
Research Subjects ◽  
School Teachers ◽  
Analysis Techniques ◽  
Data Collection Technique

The presence of supervision at a school is an indispensable activity. One such supervision technique is a class visit. The purpose of this research is to find out how the implementation of supervision in the School with class visit techniques and their impact on the level of professionalism of teachers. This research uses a qualitative approach to the study of phenomology in SMP At-Tibyan. The main data sources are the Principal and Teacher. This study also uses a sampling procedure with research subjects of 5 teachers with different tenure at the school. The data collection technique is observation and is supported by interview techniques as a source of supporting data. Data analysis techniques according to Miles and Huberman include condensation of data, presentation of data, drawing conclusions. The results obtained are 1) the implementation of supervision of classroom visits has increased in terms of technical implementation, 2) the level of professionalism of At-Tibyan Middle School teachers is still low, 60% includes Professional teachers, 20% includes quite professional teachers, and 20% of teachers are not professional. The development of teacher professionalism needs to be done immediately and the role of the school principal can effectively support the development of the teacher's professionalism. As a controlling stage for the business, academic supervision can be carried out with classroom visits techniques that continue to improve the quality of implementation. Through supervision of class visits can be seen developments in the level of professionalism of teachers.

Mathematical Knowledge of Middle School Teachers: Implications for the No Child Left Behind Policy Initiative

2007 ◽  
Vol 29 (2) ◽  
pp. 95-114 ◽  
Author(s):  
Heather C. Hill
Keyword(s):  
Middle School ◽  
No Child Left Behind ◽  
Middle School Teachers ◽  
Mathematical Knowledge ◽  
Mathematical Knowledge For Teaching ◽  
Teaching Experience ◽  
School Teachers ◽  
Knowledge For Teaching ◽  
School Teaching ◽  
Nationally Representative

This article explores middle school teachers’ mathematical knowledge for teaching and the relationship between such knowledge and teachers’subject matter preparation, certification type, teaching experience, and their students’ poverty status. The author administered multiple-choice measures to a nationally representative sample of teachers and found that those with more mathematical course work, a subject-specific certification, and high school teaching experience tended to possess higher levels of teaching-specific mathematical knowledge. However, teachers with strong mathematical knowledge for teaching are, like those with full credentials and preparation, distributed unequally across the population of U.S. students. Specifically, more affluent students are more likely to encounter more knowledgeable teachers. The author discusses the implications of this for current U.S. policies aimed at improving teacher quality.

scholarly journals Diet quality of elementary and middle school teachers is associated with healthier nutrition-related classroom practices

2020 ◽  
Vol 18 ◽  
pp. 101087
Author(s):  
Elizabeth A. Parker ◽  
Termeh M. Feinberg ◽  
Hannah G. Lane ◽  
Rachel Deitch ◽  
Amy Zemanick ◽  
...  
Keyword(s):  
Middle School ◽  
Middle School Teachers ◽  
Diet Quality ◽  
Classroom Practices ◽  
School Teachers ◽  
Elementary And Middle School
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