Using the Stock Market for Relevance in Teaching Number Sense

2004 ◽  
Vol 9 (6) ◽  
pp. 294-299
Author(s):  
Jacqueline Leonard ◽  
Louise L. Campbell
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Number Sense ◽  
Age Group ◽  
School Students ◽  
Work Permit ◽  
The Everyday ◽  
Part Time ◽  
Time Basis ◽  
Value Of Money

Linking Mathematics and Money connects with the everyday lives of middle school students. Some students in this age group are beginning to learn the value of money and may have a work permit to earn wages on a part-time basis. The purpose of this article is to address the use of Standards-based problem solving within the context of economic situations that provide relevance for middle school students. Monetary transactions can be used as a basis for learning number sense and more complex mathematics.

Investigating Limits in Number Patterns

2002 ◽  
Vol 7 (8) ◽  
pp. 438-443
Author(s):  
Darin Beigie
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Number Sense ◽  
School Students ◽  
Limiting Behavior ◽  
Plant Seeds ◽  
Introductory Calculus

Technology gives students the ability to stretch beyond their immediate environment, to explore the power and magic of numbers by transforming the abstract into the concrete. The idea of a limit is one of the most fundamental concepts in mathematics, yet exposure to this concept often awaits introductory calculus, where the topic can seem abstract and forbidding. Spreadsheets and programmable calculators are powerful tools that enable middle school students to visualize and explore limiting behavior, allowing them to experiment and grapple with the notion of a limit in concrete settings. Such experiences can help plant seeds of understanding in an important, yet perhaps underexplored, topic in number sense.

Research into Practice: Place Value as the Key to Teaching Decimal Operations

1997 ◽  
Vol 3 (8) ◽  
pp. 448-453
Author(s):  
Judith Sowder
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Number Sense ◽  
Place Value ◽  
Elementary Grades ◽  
School Students ◽  
School Grades ◽  
Elementary And Middle School

Some years ago I examined several middle school students' understanding of numbers (Threadgill-Sowder 1984). The answers that students gave me during that study showed me that their understanding, developed largely through experiences in the elementary grades, was fuzzy and led me to undertake a decade of research on children's number sense in the elementary and middle school grades. I will set the stage for this article by sharing two of the questions I gave the students during that study and some of the responses I received.

Violence Typologies Among Youth: A Latent Class Analysis of Middle and High School Youth

2020 ◽  
pp. 088626052092236
Author(s):  
Laura Siller ◽  
Katie M. Edwards ◽  
Victoria Banyard
Keyword(s):  
High School ◽  
Middle School ◽  
High School Students ◽  
Middle School Students ◽  
Sexual Assault ◽  
Interpersonal Violence ◽  
Age Group ◽  
School Students ◽  
School Sample ◽  
School Youth

Research documents high rates of interpersonal violence (e.g., bullying, dating violence, sexual assault) among middle and high school youth, during which time dating and sexual relationships are emerging. Most research to date focuses on one type of violence at a time or examines the co-occurrence of violence within an age group. This study examined interpersonal violence victimization and perpetration (IVVP) within the context of middle and high school with data from 738 middle school students and 1,311 high school students. Results show distinct classes, or groups, of IVVP among middle and high school students. Three classes emerged for the middle school sample and included a normative class (66.8%; n = 493), a victim of bullying class (28.1%; n = 207), and a mixed/poly-victim class (5.2%; n = 38). Five classes emerged for the high school sample and included a normative class (66.7%; n = 975), a victim of bullying class (18.1%; n = 237), a homophobic bully–victim class (11.0%; n = 144), a poly-victim class (3.1%; n = 40), and a sexual assault perpetrator class (1.1%; n = 15). Demographic and adjustment indicators differentiated many of the classes in each age group. The findings illustrate that there are distinct differences between middle and high school student’s exposure to and perpetration of violence. Middle school students may be best served by programs that address victimization experiences while high school may be a developmental moment to introduce sexual assault prevention programs.

Traumatic experiences and associated symptomatology in Asian American middle school students.

2017 ◽  
Vol 8 (3) ◽  
pp. 209-223
Author(s):  
Elizabeth Davies-Mercier ◽  
Michelle W. Woodbridge ◽  
W. Carl Sumi ◽  
S. Patrick Thornton ◽  
Katrina D. Roundfield ◽  
...  
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Asian American ◽  
Traumatic Experiences ◽  
School Students

Longitudinal Effects of School Climate on Middle School Students' Development

2014 ◽  
Author(s):  
Jennifer L. Engelland ◽  
Renee M. Tobin ◽  
Adena B. Meyers ◽  
Brenda J. Huber ◽  
W. Joel Schneider ◽  
...  
Keyword(s):  
Middle School ◽  
School Climate ◽  
Middle School Students ◽  
School Students ◽  
Longitudinal Effects
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