Effect of Middle School Students’ Plan to Enter Special-Purposed High School on their Demand for Private Tutoring

2009 ◽  
Vol 10 (3) ◽  
pp. 213-238 ◽  
Author(s):  
Hyun-Jeong Park ◽  
이준호
2009 ◽  
Vol 15 (4) ◽  
pp. 206-211
Author(s):  
Eric J. Knuth ◽  
Jeffrey M. Choppin ◽  
Kristen N. Bieda

Asking middle school students to verify the math they do requires them to think about proof. By doing so, students construct arguments in the middle school and are more ready for proof in high school.


1995 ◽  
Vol 1 (7) ◽  
pp. 516-518
Author(s):  
James M. Sconyers

Is proof perceived as being rigid and formal? Something that students should first encounter in high school? Does a concern involve students' having difficulty when they finally confront the idea of proof, perhaps in their high school geometry class? One likely reason for this unease with proof is that it is so often left out of any work in mathematics until students reach high school. They are then overwhelmed, since it is so unfamiliar. This outcome is not inevitable. Middle school students are capable of grasping the basic logic of proof and should be given the opportunity to encounter it.


2017 ◽  
Vol 7 (2) ◽  
pp. 376-376
Author(s):  
Linda Nicholas-Figueroa ◽  
Rebekah Hare ◽  
Mary van Muelken ◽  
Lawrence Duffy ◽  
Catherine Middlecamp

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