scholarly journals SPECIFICS OF DEVELOPING UNIVERSAL LEARNING ACTIONS IN TEACHING MATHEMATICS IN A SECONDARY SCHOOL

2015 ◽  
Vol 19 (2) ◽  
pp. 081-091 ◽  
Author(s):  
E. N. Perevoshchikova ◽  
Keyword(s):  
Secondary School ◽  
Teaching Mathematics

Mathematics and Meteorology

1986 ◽  
Vol 79 (8) ◽  
pp. 602-603
Author(s):  
Eric F. Wood
Keyword(s):  
High School Students ◽  
Secondary School ◽  
Real Life ◽  
Teaching Mathematics ◽  
School Students ◽  
Weather Forecasts ◽  
Life Problems ◽  
School Classroom ◽  
Interesting Discussion ◽  
Local Weather

One of the ironies of teaching mathematics is that real-life problems, although interesting, are often too difficult to consider in a secondary school classroom. Consequently the problems that are used in texts are often somewhat contrived. While working at the local weather office, I came upon several applications of trigonometry that are both interesting and instructive for high school students. The problems require that some background knowledge be presented to the students, but often they will have at least heard about the ideas from the nightly weather forecasts on television. These ideas make an interesting discussion for both teacher and student.

Teaching Mathematics to the At-Risk Secondary School Student

1992 ◽  
Vol 85 (4) ◽  
pp. 292-294
Author(s):  
Terry Vatter
Keyword(s):  
High School ◽  
At Risk ◽  
Secondary School ◽  
Secondary School Student ◽  
Drop Out ◽  
Teaching Mathematics ◽  
At Risk Youth ◽  
School Classroom ◽  
High School Classroom

Nearly every middle and high school classroom has students who are failing, who seldom do homework, who are inattentive, or who seem unable to benefit from instruction. These students either drop out or end up in classrooms like mine in a school for at-risk youth.

scholarly journals Evaluation of the use of modern techniques and software in teaching mathematics in secondary schools: تقييم مدى استخدام التقنيات والبرمجيات الحديثة فى تدريس الرياضيات بالمدارس الثانوية

2016 ◽  
Vol 2 (1) ◽  
Author(s):  
Fawzia Zuheir Al Migamsi
Keyword(s):  
Secondary School ◽  
Programming Languages ◽  
Teaching Methods ◽  
Research Work ◽  
Computer Software ◽  
Female Students ◽  
Teaching Mathematics ◽  
Low Level ◽  
Mathematical Programs ◽  
Advanced Teaching

The idea came from the low achievement of students in mathematics. A research work was conducted to find out the reasons for the low level of achievement of the second level of female students in mathematics at the 37th secondary school for girls and to develop suggested solutions and possible procedures. The aim of the study was to investigate the effect of the use of modern mathematical programs on the achievement of mathematics in the students of the second division at the 37th grade for girls. The study also found many results, including: the lack of use of diverse and sophisticated teaching methods and the lack of use of teachers to modern strategies and variety in teaching and helped modern programs students to understand the material and excel in it. The researcher recommended using the parameters of various and advanced teaching methods. To give the teachers courses especially with the developed curricula (modern) and be applied and not like the current courses that have been given to some of the parameters and did not benefit from them. The processing of laboratories and classrooms in all the requirements of the use of computer education, in order to facilitate the use of computer and computer software in the study of mathematics and the required software from languages ​​such as the language of Java and other programming languages.

scholarly journals THE RESEARCH AND STUDY PATHS IN THE SECONDARY SCHOOL: THE CASE OF THE POLYNOMIAL FUNCTIONS OF THE SECOND DEGREE

2013 ◽  
Vol 52 (1) ◽  
pp. 60-71
Author(s):  
Viviana Carolina Llanos ◽  
María Rita Otero
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Key Words ◽  
Mechanistic Model ◽  
Secondary Level ◽  
Teaching Mathematics ◽  
Polynomial Functions ◽  
Advantages And Disadvantages ◽  
The World ◽  
Second Degree

This analysis introduces the pedagogy of research and questioning the world within the Math classrooms at secondary schools in Argentina by using Research and Study Paths (RSP). The RSP have been proposed by Chevallard in the Anthropologic Theory of Didactic (ATD) to face the mechanistic model of teaching mathematics in secondary school (Chevallard, 2004). The RSP has been previously conceived as part of this research and could enable to cover the syllabus of the three last years of the secondary level (students aged 14 to 18 years old). The RSP has been carried out in courses intentionally selected by the researcher. Two implementations have been performed once a year during three years; with 163 students participating in the whole research. The results of introducing RSP into the classroom, the characteristics of the Mathematical Organization (MO) and the advantages and disadvantages of teaching mathematics based on the pedagogy of research and questioning the world are described in the present work. Key words: functions, pedagogy of research and questioning the world, polynomial functions of second degree, research and study paths, secondary school.

Some Helps and Hindrances in Teaching Mathematics in the Secondary School

1920 ◽  
Vol 12 (4) ◽  
pp. 139-153
Author(s):  
Eugene R. Smith ◽  
Harry D. Gaylord ◽  
Geo. Gailey Chambers ◽  
William E. Breckenridge ◽  
L. E. Lynde
Keyword(s):  
Secondary School ◽  
Teaching Mathematics ◽  
Good Fortune ◽  
To Come

It was my good fortune in school and college to come in contact with some exceptionally good teachers and some exceptionally poor ones. The contrasts were so great and the inferences so obvious that I began my work as a teacher in the confident belief that students’ failures were due to inefficient teaching. It is needless to add that a decent self-respect accompanied with a little experience soon compelled me to modify my theory and to place far more responsibility on the student than he deserved. I suppose this is the experience of every teacher. With the enthusiasm of youth we tackle our job, confident that we can do it; and when we fail, we distribute the responsibility among ourselves, our pupils, and our subjects. And the responsibility ought to be so distributed, for each has its hare.

Teaching Mathematics in the Secondary School.

1952 ◽  
Vol 59 (10) ◽  
pp. 709
Author(s):  
Donovan A. Johnson ◽  
L. B. Kinney ◽  
C. R. Purdy
Keyword(s):  
Secondary School ◽  
Teaching Mathematics

scholarly journals Learning to teach for mathematical proficiency: Behavioural changes for pre-service teachers on teaching placement

2020 ◽  
Vol 16 (1) ◽  
pp. 29-50
Author(s):  
Chipo Makamure
Keyword(s):  
Secondary School ◽  
Content Knowledge ◽  
Teaching Practice ◽  
Knowledge Development ◽  
Teaching Mathematics ◽  
Mathematics Pedagogy ◽  
Mixed Methods Approach ◽  
Mathematics Knowledge ◽  
And Mathematics ◽  
Practitioner Development

This study reports on an investigation of how field experiences in teaching prepares pre-service teachers (PSTs) to effectively deal with the challenges and complexities of teaching mathematics in Zimbabwean secondary schools. The study was premised on the view that improvement in learning secondary school mathematics in the classroom is related to practitioner development in teaching. However, despite overwhelming research on mathematics knowledge for teachers, the problem of mathematics failure in high schools has not been addressed. A mixed methods approach, based on the perspectives of PSTs on teaching practice (TP) was employed to depict how their practices impact on their knowledge development for teaching mathematics. The study, found that a proficient mathematics PST is considered one who embraces knowledge of mathematics content and the ability to teach it. Hence, the development of mathematics knowledge for PSTs requires them to be mentored and workshopped by mathematics subject specialists who are well positioned in terms of mathematics pedagogy and mathematics content knowledge.

scholarly journals Word problems in the school mathematics course

2020 ◽  
Vol 9 ◽  
Author(s):  
Ainur Abdimubarakkyzy Kudaibergen
Keyword(s):  
Secondary School ◽  
Word Problem ◽  
Cognitive Abilities ◽  
Word Problems ◽  
Secondary School Students ◽  
Algebraic Method ◽  
School Mathematics ◽  
Teaching Mathematics ◽  
Mathematical Education ◽  
School Students

Mathematical education is part of the system of continuing education and is of great importance in ensuring the development of human intellectual abilities in modern society. In the secondary education system, teaching mathematics takes a special place in the development of cognitive abilities and logical thinking of students.The main goal of our study is to develop methodological foundations for teaching word problems in the process of teaching mathematics in secondary school and to test its effectiveness experimentally. There are various methods for solving word problems: arithmetic method, algebraic method, geometric method, logical method, practical method, and tabular method. Different mathematical models are created based on each method. In the course of secondary school mathematics, two methods of solving word problems are considered: arithmetic and algebraic. The main purpose of the conducted pedagogical experiment was to test the effectiveness of the method that allows to increase the level of mathematical training of secondary school students, based on the use of the algebraic method in solving word problems of secondary school students. Prospects for research on the development of teaching methods for solving word problems are associated with a deep consideration of professional, creative and personal aspects of students.Keywords:  teaching to solve word problems, word problem, structure of word problem, algebraic method.

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