Birthdays and the Binary System: A Magical Mixture

1997 ◽  
Vol 3 (1) ◽  
pp. 6-12
Author(s):  
Karen S. Karp ◽  
Robert N. Ronau
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Binary System ◽  
School Mathematics ◽  
School Level ◽  
Birth Date ◽  
School Students ◽  
Evaluation Standards ◽  
System A ◽  
Middle School Level

Middle school students rank their birthday as being the most important day of the year for them and one that they eagerly anticipate, according to an informal poll. Teachers can capitalize on this interest by engaging them in the mathematical birth-date activities described in this article. Applications and tasks that are relevant to students' lives have been shown to motivate students at the middle school level, according to the Curriculum and Evaluation Standards for School Mathematics (NCTM 1989).

“BOX” ACTIVITIES ABOUT TEACHING THE NATURE OF SCIENCE FOR 7th GRADE MIDDLE SCHOOL STUDENTS

2018 ◽  
Vol 15 (1) ◽  
pp. 38-51
Author(s):  
Demet Şener Çanlı ◽  
Özlem Afacan
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Nature Of Science ◽  
Scientific Knowledge ◽  
Science Curriculum ◽  
School Level ◽  
School Students ◽  
The Difference ◽  
Middle School Level

Teaching with the nature of science activities is essential in a science course considering the characteristics of the nature of science. The aim of this research was to design alternative activities that can guide teachers to teach the nature of science in a better way, and 7th grade middle school students to develop their views on the nature of science. In this research, four different activities of “The mystery candle in the box”, “Following the trail”, “The mystery in the box”, and “Colorful lights” were developed at the middle school level. The developed activities were evaluated by 2 field experts, and necessary arrangements were made according to their statements. Criteria for choosing activities are that whether they are appropriate for the middle school level and for teachers use comfortably, for a use in the duration of the course and for the science curriculum. With the developed activities, middle school students were asked to focus on the difference between observation and inference, the role of scientists' imagination and creativity in the creation of scientific knowledge, and tentativeness of scientific knowledge. Keywords: box activity examples, nature of science, 5E model.

Mathematics Projects Promote Students' Algebraic Thinking

1997 ◽  
Vol 2 (4) ◽  
pp. 282-288
Author(s):  
Carol E. Malloy
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Mathematics Teachers ◽  
Middle School Mathematics ◽  
Algebraic Thinking ◽  
School Mathematics ◽  
School Students ◽  
Evaluation Standards ◽  
Verbal Rules

Teachers in all curricular areas, especially science, have encouraged students to develop projects to extend their knowledge of specific phenomena. As middle school mathematics teachers grapple with methods to help students enhance algebraic thinking, they should consider the power of the mathematics project. My experiences with students have demonstrated that mathematics projects must be structured as investigations in which students work cooperatively and where the mathematics in the proj-ects is substantial. Projects can provide middle school students with the opportunity to investigate, conjecture, and reach mathematical conclusions that require algebraic thinking, as recommended in the NCTM's Curriculum and Evaluation Standards for School Mathematics (1989). This article describes how various projects helped middle school students harness their experiences and construct mathematical conclusions through algebraic thinking Students employed algebraic thinking as they used number patterns and verbal rules to “explore the interrelationships of these representations” (NCTM 1989, 102) and reach conclusions in their projects.

Exploring Algebraic Patterns through Literature

1997 ◽  
Vol 2 (4) ◽  
pp. 274-281
Author(s):  
Richard A. Austin ◽  
Denisse R. Thompson
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Position Statement ◽  
Algebraic Thinking ◽  
School Mathematics ◽  
School Students ◽  
Evaluation Standards

Activities that engage middle school students in investigating and extending patterns are essential in developing students' algebraic thinking. The Curriculum and Evaluation Standards for School Mathematics (NCTM 1989) for grades 5-8 and the position statement on “Algebra for Everyone” (NCTM 1994) describe the importance of using patterns and relationships to develop algebraic thinking.

Soundoff: Geometry: A Remedy for the Malaise of Middle School Mathematics

1989 ◽  
Vol 82 (9) ◽  
pp. 678-680
Author(s):  
Alfred S. Posamentier
Keyword(s):  
Middle School ◽  
Middle Grades ◽  
Mathematics Curriculum ◽  
Middle School Mathematics ◽  
School Mathematics ◽  
School Level ◽  
Mathematics Educators ◽  
Arithmetic Teaching ◽  
Middle School Level

Many mathematics educators perceive that the weakest part of the precollege mathematics curriculum is at the middle school level, more specifically, the years immediately preceding the study of algebra. It seems that in the middle grades the development of mathematics has been put into a “holding pattern.” A quick glance at the curriculum for seventh and eighth grades—or in some cases sixth and seventh gradesshows that much arithmetic is still being taught. Haven't we, or shouldn't we have, completed teaching arithmetic in the previous five or six years? Indeed, how much arithmetic teaching do we need to do in an age of ever-improving calculators (Heid 1988)? Very often students greet a unit in these grades with the now famous comment, “Oh, I had this already.” “Sure,” thinks the teacher, “you may have had it, but have you learned it?” It is clear to many educators that these middle grades are key to turning a student “on” to or “off” from mathematics.

scholarly journals Technology in action: Ascertaining the impact of cell phone calls on middle school students placed at risk of drop out

2020 ◽  
Vol 13 (40) ◽  
pp. 4224-4233
Author(s):  
Naseem Hyder Rajput
Keyword(s):  
Middle School ◽  
At Risk ◽  
Middle School Students ◽  
Cell Phone ◽  
Drop Out ◽  
School Level ◽  
Control Group ◽  
School Students ◽  
Phone Calls ◽  
The Impact

Background/Objectives: Regular attendance at school is essential for allround development of students. The fundamental objective of this study was to utilize low-cost technology of cell phones to report to parents/guardians about the attendance of their children at schools and ascertain the impacts of cell phone calls on the attendance of Middle School students placed at risk of Drop out. Methods/Statistical analysis: This study was Experimental with a PretestPosttest Control Group by design and descriptive by purpose. The participants were 30 eight graders belonging to a Public Middle School of District Shaheed Benazirabad in Pakistan. These participants were then randomly assigned to Control and Experimental Groups (15 each). For intervention of making cell phone calls to parents/guardians to inform and ask them about the reason for the absence of their child, a teacher in each participating school was assigned this responsibility. The intervention lasted for 3 months. The data was analyzed using SPSS repeated measure t-test to calculate the significance of the impact of intervention. Findings: Results of the present study indicated that the attendance of Experimental Group on Posttest (75.07 %) was significantly higher than that on Pretest (62.87%). Novelty : This study utilizes existing technology available to almost everyone and bridges the parents and school administration to get the best outcome quickly; mobile-based intervention is simple and docile to regulate students’ performance at school level; it also improves the safety of the students.

Connecting Measurement and Architecture: Building an Inflatable

2007 ◽  
Vol 13 (3) ◽  
pp. 144-149
Author(s):  
Elizabeth D. Gray ◽  
Denise Tullier-Holly
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Real World ◽  
School Mathematics ◽  
Classroom Experiences ◽  
School Students ◽  
The Real ◽  
Mathematical Connections ◽  
Principles And Standards

Middle school students need to see connections between mathematics and the real world. However, they often learn mathematics as a set of distinct topics or separate strands, because a majority of the available textbooks tends to present it that way, and teachers tend to follow the textbooks. According to Principles and Standards for School Mathematics (NCTM 2000), our students should be made aware of mathematical connections explicitly so that the manner in which topics are connected is obvious. McClain (1996) suggests that if teachers offer classroom experiences in which students can see connections, then “the vibrant discipline of mathematics actively engages students in their own learning” (p. 682).

Polygon Capture: A Geometry Game

1998 ◽  
Vol 4 (2) ◽  
pp. 90-94
Author(s):  
William M. Carroll
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Conceptual Understanding ◽  
Sixth Grade ◽  
Fifth Grade ◽  
School Students ◽  
Problem Solving Skills ◽  
Evaluation Standards ◽  
Different Levels ◽  
School Curricula

The curriculum and evaluation standards for School Mathematics (NCTM 1989) calls for an increased role for geometry in the primary and middle school curricula. An important mathematical strand in its own right, geometry also provides opportunities to promote and assess mathematical communication, reasoning, and problem-solving skills. Unfortunately, many students lack the vocabulary and the conceptual understanding needed to desctibe geometric relationships. This atiicle describes a game, Capture the Polygons, that I have designed to help middle school students think about geometric properties and the relationships among them. A version of the game has been tested in firth- and sixth-grade classes as part of the field test of Fifth Grade Everyday Mathematics (Bell et al. 1995). Observations of classes playing the game, as well as feedback from their teachers, indicate that students find the game challenging but fun. Depending on the background of the students, it can be played at different levels of difficulty.

scholarly journals Understanding the Meaning of the Equal Sign: A Case Study of Middle School Students in the United Arab Emirates

2021 ◽  
Vol 10 (3) ◽  
pp. 1505-1514
Author(s):  
Yousef WardatAdeeb ◽  
Adeeb M. ◽  
George Stoica
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Secondary School ◽  
United Arab Emirates ◽  
Set Theory ◽  
School Level ◽  
Equal Sign ◽  
School Students ◽  
Primary School Level

<p style="text-align: justify;">The equal symbol has been used in diverse mathematical frameworks, such as arithmetic, algebra, trigonometry, set theory, and so on. In mathematical terms, the equal sign has been used in fixed command of standings. The study reports on the students meaning and interpretations of the equal sign. The study involved Grade 6, 7, and 8 students in a secondary school in Alain, United Arab Emirates (UAE). Much of the earlier research done on the equal sign has focused on the primary school level, but this one focuses on middle school students. The study shows that the maximum foremost understanding of the equal sign amongst Grade 6, 7, and 8 students is a do-something, unidirectional symbol. Students realize the equal sign as an instrument for marking the response moderately than as an interpersonal symbol to associate extents.</p>

scholarly journals Learning from Historical Documents: A Federal Genealogical Resources Workshop for Middle Schoolers

2018 ◽  
Vol 45 (4) ◽  
pp. 19
Author(s):  
Shalyn Rodriguez
Keyword(s):  
Middle School ◽  
Family History ◽  
Middle School Students ◽  
Federal Government ◽  
School Level ◽  
Historical Documents ◽  
School Students ◽  
School Project ◽  
Middle Schoolers ◽  
Account Information

Much of what makes up family history is first account information from family members. However, the federal government produces a plethora of genealogical documents that can be accessed on a number of government sources to help with researching family history. The tricky part can be finding government sources that are accessible at a middle school level. For this assignment, a workshop will be provided to teach middle school students how to find and utilize government resources while researching their family history for a school project.

scholarly journals AN INTEGRATION: NARROW READING TO WEST’S GENERAL SERVICE LIST FOR VOCABULARY ACQUISITION FOR MIDDLE SCHOOL LEVEL

2018 ◽  
Vol 7 (1) ◽  
pp. 12-23
Author(s):  
Ainun Fikria
Keyword(s):  
Middle School ◽  
Effect Size ◽  
Vocabulary Acquisition ◽  
Reading Program ◽  
School Level ◽  
Control Group ◽  
Word Knowledge ◽  
School Students ◽  
Experimental Group ◽  
Middle School Level

Attempting to consider an SLA issues on vocabulary acquisition in middle school level, this article aimed to investigate the difference in score on vocabulary test of experimental and control group; and to find the effect size of the narrow reading integrated to West’s GSL intervention on students’ English language acquisition. Forty-five middle school students in two classes were assigned in two groups, with 22 students in the experimental group and 23 students in the control group. In addition to a traditional curriculum for both groups, a five-meeting narrow reading on narrative text, fable, which was integrated to West’s GSL was conducted for the experimental group by encouraging students to read using L1 gloss which was derived from GSL, consulting different meaning in some multi-definition content words and discussing on vocabulary exercise. In contrast, the control group did not engage in any narrow reading program but a general English course. A pretest and posttest of both groups were employed to collect data. The findings of the study showed that the intervention has a large effect size on student’s SLA. The experimental group exhibited significantly better reading comprehension, acquired new vocabulary and word knowledge than the control group. Therefore, applying narrow reading integrated to West’s GSL into EFL class helps improve students’ word knowledge in terms of recognizing word meaning, identifying part of speech and producing a sentence.

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