Influence of Technological Resources on the Development of Mathematical Competence in High School

2021 ◽  
Vol 23 (2) ◽  
pp. 19-25
Author(s):  
Maria Jose Albert ◽  
Manuel Blazquez-Merino ◽  
Africa Lopez-Rey ◽  
Manuel Castro
Keyword(s):  
High School ◽  
Mathematical Competence

The results of a modern mathematics program

1962 ◽  
Vol 9 (6) ◽  
pp. 330-335
Author(s):  
Arden K. Ruddell
Keyword(s):  
High School ◽  
Junior High School ◽  
School Level ◽  
High School Level ◽  
Mathematical Competence ◽  
Mathematics Program ◽  
Level 1 ◽  
Junior High School Level ◽  
Central Purpose ◽  
Modern Mathematics

Many groups have proposed and prepared programs for improving mathematics instruction at the junior high school level.1 Most of these programs have reemphasized the importance of insight, meaning, discovery, and understanding as the content and structure of mathematics has been reorganized. The various modern mathematics programs for Grades 7 and 8 appear to have one central purpose in common—the improvement of the general mathematical competence of all people.

Coordination and possible curricular changes

1958 ◽  
Vol 51 (8) ◽  
pp. 590-592
Author(s):  
J. H. Neelley
Keyword(s):  
High School ◽  
High Schools ◽  
Mathematical Competence

How can the colleges work more effectively with the high schools? What is the best way to get continuity in high school courses and the necessary mathematical competence?

Points and Viewpoints: On the mathematics curriculum of the high school

1962 ◽  
Vol 55 (3) ◽  
pp. 191-195
Keyword(s):  
United States ◽  
High School ◽  
Mathematics Curriculum ◽  
Mathematical Community ◽  
The United States ◽  
Mathematical Competence ◽  
Geographical Locations

The following memorandum was composed by several of the undersigned and sent to seventy-five mathematicians in the United States and Canada. No attemptwas made to amass a large number of signatures by canvassing the entire mathematical community. Rather, the objective was to obtain a modest number from men with mathematical competence, background, and experience, and from various geographical locations. A few of the undersigned, whose support is indeed welcomed, volunteered their names when they learned about the memorandum from a colleague.

EXPLORING A METHODOLOGY BASED ON PEER REVIEW FOR THE DEVELOPMENT OF MATHEMATICAL COMPETENCE IN HIGH SCHOOL

2018 ◽  
Author(s):  
Ricardo Jiménez Bezares ◽  
Teresa Sancho-Vinuesa ◽  
Teresa Romeu Fontanillas
Keyword(s):  
High School ◽  
Peer Review ◽  
Mathematical Competence

Cosmetology treatments on human hair: An SEM study

1996 ◽  
Vol 54 ◽  
pp. 940-941
Author(s):  
D.F. Bowling
Keyword(s):  
High School ◽  
High Resolution ◽  
Human Hair ◽  
Optical Microscope ◽  
Convincing Evidence ◽  
Brightness Contrast ◽  
Sem Study

High school cosmetology students study the methods and effects of various human hair treatments, including permanents, straightening, conditioning, coloring and cutting. Although they are provided with textbook examples of overtreatment and numerous hair disorders and diseases, a view of an individual hair at the high resolution offered by an SEM provides convincing evidence of the hair‘s altered structure. Magnifications up to 2000X provide dramatic differences in perspective. A good quality classroom optical microscope can be very informative at lower resolutions.Students in a cosmetology class are initially split into two groups. One group is taught basic controls on the SEM (focus, magnification, brightness, contrast, specimen X, Y, and Z axis movements). A healthy, untreated piece of hair is initially examined on the SEM The second group cements a piece of their own hair on a stub. The samples are dryed quickly using heat or vacuum while the groups trade places and activities.

Articulatory Intervention for the Visually Impaired

1979 ◽  
Vol 10 (3) ◽  
pp. 139-144
Author(s):  
Cheri L. Florance ◽  
Judith O’Keefe
Keyword(s):  
High School ◽  
High School Students ◽  
Behavior Change ◽  
Visually Impaired ◽  
School Students ◽  
Handicapped Children ◽  
Paired Stimuli ◽  
Visually Handicapped ◽  
Parent Program

A modification of the Paired-Stimuli Parent Program (Florance, 1977) was adapted for the treatment of articulatory errors of visually handicapped children. Blind high school students served as clinical aides. A discussion of treatment methodology, and the results of administrating the program to 32 children, including a two-year follow-up evaluation to measure permanence of behavior change, is presented.

Adolescent Students Who Stutter: A Qualitative Exploration of School Experiences

2019 ◽  
Vol 4 (6) ◽  
pp. 1327-1336
Author(s):  
Tiffany R. Cobb ◽  
Derek E. Daniels ◽  
James Panico
Keyword(s):  
High School ◽  
Middle School ◽  
Peer Relationships ◽  
Speech Therapy ◽  
School Setting ◽  
Image Data ◽  
School Experiences ◽  
Adolescent Students ◽  
Therapy Decision ◽  
Qualitative Phenomenological

Purpose The purpose of this study was to explore the ways in which adolescent students who stutter perceive their school experiences. Method This study used a qualitative, phenomenological research design. Semistructured interviews were conducted with 7 adolescent students who stutter (3 in middle school and 4 in high school). Participants were interviewed about their school experiences, including the effects of stuttering on academics, learning, teacher relationships, peer relationships, speech therapy experiences, and self-image. Data analysis consisted of transcribing interviews and analyzing them for emerging themes. Results Findings revealed that participants described a variety of experiences around the school setting. Participants reported less favorable middle school experiences. Middle school participants reflected more on teasing, bullying, and feelings of embarrassment, whereas high school participants revealed that teachers, staff, and peers were receptive and accepting of them and their stuttering. All participants reported that their speech therapy helped with classroom participation. Conclusions As a result of the participants' varied experiences, it is important to listen to and incorporate the voices of students who stutter into school, classroom, and therapy decision-making practices.

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