Flipped Classroom Model: Effects on Performance, Attitudes and Perceptions in High School Algebra

2016 ◽  
pp. 85-97 ◽  
Author(s):  
Peter Esperanza ◽  
Khristin Fabian ◽  
Criselda Toto
Keyword(s):  
High School ◽  
Flipped Classroom ◽  
High School Algebra ◽  
Attitudes And Perceptions

Preparing solidly for algebra… using prime numbers

1964 ◽  
Vol 11 (6) ◽  
pp. 418-420
Author(s):  
W.A. Leonard
Keyword(s):  
High School ◽  
Elementary School ◽  
Prime Numbers ◽  
Statistical Evidence ◽  
Fatality Rate ◽  
Social Implication ◽  
High School Algebra ◽  
High Fatality Rate ◽  
Ways Of Thinking ◽  
First Time

It was once suggested that beginning the study of freshman high school algebra is not totally unlike embarking upon the sea of matrimony. Both are milestones in one's life, involving opportunities for excitement, adventure, growth, and rich and lasting reward; but, nonetheless, both tend to necessitate some different approaches to problems, some new ways of thinking, and certainly, in more than a few cases, some amount of adjustment. Without intending to attach social implication to algebra, we as teachers cannot fail to recognize that the first exposure to high school algebra can be a foreboding experience to many elementary school graduates, particularly in the light of the statistical evidence for the high fatality rate of students taking algebra for the first time.

“Plus” Work for “Plus” Pupils

1959 ◽  
Vol 6 (5) ◽  
pp. 251-256
Author(s):  
Eunice Lewis ◽  
Ernest C. Plath
Keyword(s):  
High School ◽  
Binary System ◽  
Sixth Grade ◽  
Number System ◽  
College Of Education ◽  
Base Number ◽  
High School Algebra ◽  
Second Year ◽  
The University

One plus one equals “10” for the members of a special arithmetic class at the University School, College of Education, Norman, Oklahoma. Of course, the members of this class were working with a number system of base two, commonly referred to as the binary system. Students also readily stated that three plus three equals “12” if the base is four. Changing the base number was not only fascinating to these highly talented fifth and sixth grade youngsters, but also provided a launching platform for the development of complicated formulas (patterns to them) which are normally developed in a second year high-school algebra course.

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