scholarly journals Understanding Teachers’ Perceptions and Strategies Implemented in High School Mathematics Classes Using ALEKS

2021 ◽  
Author(s):  
Tristan Kumor
Keyword(s):  
High School ◽  
High School Students ◽  
Technology Acceptance ◽  
Adaptive Learning ◽  
The United States ◽  
Ease Of Use ◽  
School Mathematics ◽  
Assessment Tools ◽  
High School Mathematics ◽  
Knowledge Spaces

The Assessment and Learning in Knowledge Spaces (ALEKS) is an adaptive learning tool used by hundreds of thousands of high school students in the United States. This study was designed to understand how teachers in high school mathematics classrooms used the ALEKS system for instruction and to examine what their perceptions were of its ease of use and usefulness. A basic qualitative study was conducted where five Chicagoland high school mathematics teachers were interviewed three times over the course of one academic school year. This study asked teachers to share first hand experiences and perceptions of using ALEKS. The Technology Acceptance Model (TAM) served as the theoretical framework for examining these experiences and perceptions. The results of this study indicate a variety of teaching strategies that teachers used with ALEKS as well as many common themes. Teachers used the ALEKS tool for assessing student understanding through its quizzes and assignments, used the data analysis tools with the program to analyze student progress, and made use of ALEKS to allow students to practice and receive feedback on mathematical concepts. The findings of this study indicate that teachers found ALEKS to be easy to use and useful in their teaching. Specifically, teachers cited the assessment tools, built-in feedback, ability to personalize learning, and the accessibility of learning tools for students as useful in their teaching.

scholarly journals The Academic Portfolio System (APS) Usage Intention of Senior High School Students in Taiwan

2021 ◽  
Vol 13 (15) ◽  
pp. 8394
Author(s):  
Tsen-Yao Chang ◽  
Yu-Chieh Chiu
Keyword(s):  
High School ◽  
High School Students ◽  
Technology Acceptance ◽  
Interface Design ◽  
Positive Impact ◽  
Subjective Norms ◽  
Ease Of Use ◽  
Model Verification ◽  
Equation Modeling ◽  
School Students

Taiwan began to implement a new high school syllabus nationwide, in 2019. The Ministry of Education has also established a high school student Academic Portfolio System (APS) to collect the learning process of high school students for future university admissions references. However, during this period, high school students and their parents had many opinions on the implementation of the new system. There were even groups of students protesting. The main purpose of this research is to explore the factors that affect the system usage intentions of high school students. Based on the theory of reasoned action (TRA) and the technology acceptance model (TAM), this research established a research model. The research variables include system interface design, usefulness, ease of use, attitude, subjective norms, and usage intentions. A total of 712 questionnaires were collected from high school students in northern Taiwan. Data analysis is carried out in three stages: descriptive analysis, measurement model verification, and structural equation modeling. The results of the study found that system interface design has a significant impact on the perceived ease of use. Factors such as ease of use, usefulness, attitude, and subjective norms also have a significant positive impact on usage intention; ease of use and usefulness positively affect attitudes toward using. Finally, according to the results, some practical implications were proposed for implementation references from the perspectives of education authority, high schools, teachers, and students.

scholarly journals Junior high school mathematics teachers’ knowledge in calculators

2020 ◽  
Vol 5 (1) ◽  
pp. 80-93
Author(s):  
Isaac Bengre Taley ◽  
Matilda Sarpong Adusei
Keyword(s):  
High School ◽  
High School Students ◽  
Mathematics Teachers ◽  
Junior High School ◽  
Junior High ◽  
Real Life ◽  
School Mathematics ◽  
High School Mathematics ◽  
School Students ◽  
High School Mathematics Teachers

Helping junior high school students to use calculators and computers for problem solving and investigating real-life situations is an objective of the junior high school mathematics curriculum in Ghana. Ironically, there is a technological drought in junior high school mathematics instruction in Ghana, with a suspicion that mathematics teachers’ competency in the use of calculators for teaching may be the source of this lack of use. This study sought to establish a correlation between junior high school mathematics teachers’ competence and the motivation supporting the use of calculators in teaching.  A descriptive survey comprising of a test and questionnaire was used to collect data from junior high school mathematics teachers in an educational district in Ghana. Teacher characteristics such as educational attainment, age, and gender in relation to teachers’ competency in the use of calculators were discussed in the study. The results showed that about 70% of the teachers exhibited a low level of calculator competence. Besides, novice teachers outperformed expert teachers in the calculator competency-based test. Additionally, mathematics teachers’ enthusiasm for using calculators in teaching was directly associated with the teachers’ level of competency. The findings may send a signal to stakeholders in their efforts to revising the Ghana JHS curriculum in order to actualize the curriculum desire for the integration of technology in the teaching and learning of JHS mathematics.

Connecting Research to Teaching: Block Scheduling and High School Mathematics Instruction

1996 ◽  
Vol 89 (9) ◽  
pp. 758-768
Author(s):  
Steven L. Kramer
Keyword(s):  
United States ◽  
High School ◽  
British Columbia ◽  
High Schools ◽  
Block Scheduling ◽  
Mathematics Instruction ◽  
The United States ◽  
School Mathematics ◽  
High School Mathematics ◽  
Block Schedules

Block scheduling is not a new phenomenon. It has been widely used in British Columbia, Ontario, and Alberta since the 1970s. In the United States, block schedules have become increasingly popular throughout the 1990s, and currently they are spreading to high schools in many regions.

The Quality of Standardized High School Mathematics Tests

1978 ◽  
Vol 9 (2) ◽  
pp. 137-148
Author(s):  
Joseph M. Petrosko
Keyword(s):  
High School ◽  
High School Students ◽  
Applied Mathematics ◽  
The United States ◽  
High School Mathematics ◽  
Validity And Reliability ◽  
School Students ◽  
Mathematics Tests ◽  
Psychometric Quality

An analysis was made of the educational and psychometric quality of standardized mathematics tests aimed at high school students. Trained raters judged most of such instruments available in the United States. Tests were categorized into four areas: general mathematics (N=322), applied mathematics (N=26), algebra (N=122), and geometry (N=52). Results showed many tests to be low in common types of validity and reliability. General mathematics had, as a rule, tests with higher ratings than did the other content areas. Several implications were drawn from the study. Researchers in mathematics education should carefully analyze all aspects of tests to find those congruent with a given research need. Test developers should make renewed efforts to enhance the technical quality and curricular relevance of their products.

Experimental Programs: Concepts of mathematics—a unique program of high school mathematics for the gifted student

1963 ◽  
Vol 56 (1) ◽  
pp. 26-30
Author(s):  
Wilma E. Rollins ◽  
Stanley P. Brown ◽  
Arnold O. Johnson ◽  
Anthony G. Soychak ◽  
Peter L. Dionne ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Practical Method ◽  
School Mathematics ◽  
Gifted Student ◽  
Intellectual Stimulation ◽  
High School Mathematics ◽  
School Students ◽  
National Defense Education Act ◽  
Education Act

For the past two years, the Maine State Department of Education under a Title VII grant from the National Defense Education Act has sponsored the television program, “Concepts of Mathematics.” Three commercial television stations in Maine and one educational station in New Hampshire have cooperated in televising this program of advanced high school mathematics to capable high school sophomores, juniors, seniors, and adult viewers. The objective of this program was to identify and evaluate an economical and practical method of providing intellectual stimulation to gifted high school students.

Problem-solving Techniques with Microcomputers

1986 ◽  
Vol 79 (8) ◽  
pp. 598-655
Author(s):  
William E. Haigh
Keyword(s):  
High School ◽  
High School Students ◽  
Problem Solving ◽  
School Mathematics ◽  
High School Mathematics ◽  
School Students ◽  
Second Derivatives ◽  
Mathematical Techniques ◽  
Conventional Manner ◽  
Derivatives Of

The first recommendation in An Agenda for Action (NCTM 1980) is that problem solving “be the focus of school mathematics in the 1980s.” Too often, high school mathematics courses avoid interesting and challenging problems because students lack the necessary background to solve the problems in a conventional manner. Many of these problems are interesting to students; but, because these students cannot find limits or derivatives of functions or use “advanced” mathematical techniques they are unable to pursue such problems. For example, maximum-minimum problems are usually introduced after students have experienced some work in calculus involving first and second derivatives. Most high school students are capable of understanding problems involving maximum and minimum values and, with the exception of understanding differentiation and application of differentiation techniques, are capable of handling the necessary mathematical skills that are involved in the solution of such problems.

Connecting Research to Teaching: Cooperative Learning and Its Effects in a High School Geometry Classroom

2003 ◽  
Vol 96 (2) ◽  
pp. 112-116
Author(s):  
Angela L. E. Walmsley ◽  
Joe Muniz
Keyword(s):  
High School ◽  
High School Students ◽  
Cooperative Learning ◽  
Active Role ◽  
School Mathematics ◽  
High School Mathematics ◽  
School Students ◽  
Mathematics Classrooms ◽  
High School Geometry ◽  
Learning Mathematics

During our experiences as high school mathematics teachers, we have discovered these three things. First, many high school students do not like to take mathematics courses. These students sometimes find that mathematics is boring and believe that it will be of no use to them after they graduate from high school. Stuart (2000) states that many people think of mathematics as something that causes stress and is unpleasant. Such students have high anxiety about learning mathematics and trying to succeed. Second, students have difficulty expressing their thoughts on paper or in front of their mathematics class. This phenomenon may occur because many traditional mathematics classrooms foster a competitive atmosphere among students (Johnson and Johnson 1989). Third, the students are not accustomed to taking an active role in learning mathematics. In light of these discoveries, we wanted to find a method of teaching high school mathematics classes that would help our students understand and enjoy the mathematics. In particular, we asked the following question: Would our students understand and enjoy mathematics more if we tried a cooperative learning approach rather than the traditionally taught teacher-centered method?

Sound Off!: Why Do So Many Students Perform So Poorly in Higher-Level Mathematics

2003 ◽  
Vol 96 (2) ◽  
pp. 102-104
Author(s):  
Kathryn Risher
Keyword(s):  
High School ◽  
High School Students ◽  
Mathematics Teachers ◽  
Daily Basis ◽  
School Mathematics ◽  
High School Mathematics ◽  
School Students ◽  
Mathematics Courses ◽  
Do So ◽  
High School Mathematics Teachers

As high school mathematics teachers, my colleagues and I face this sad reality on a daily basis. After years of experience instructing teenagers in algebra, geometry, trigonometry, and calculus, we have recognized a number of forces that impede the success of high school students in higher-level mathematics courses. Many students and their parents either fail to recognize these forces or refuse to face them.

scholarly journals Un estudio exploratorio sobre los errores y las dificultades del alumnado de Bachillerato respecto al concepto de derivada

Aula Abierta ◽  
2018 ◽  
Vol 47 (4) ◽  
pp. 449
Author(s):  
Antonio González-García ◽  
Laura Muñiz-Rodríguez ◽  
Luis José Rodríguez-Muñiz
Keyword(s):  
High School ◽  
High School Students ◽  
Prior Knowledge ◽  
Exploratory Study ◽  
Mathematical Problem ◽  
School Mathematics ◽  
High School Mathematics ◽  
Teaching Techniques ◽  
School Students

RESUMENLos errores que comete el alumnado al resolver una tarea matemática suponen una herramienta poderosa para detectar dificultades en el aprendizaje de esta disciplina. Su diagnóstico permite el desarrollo de técnicas de enseñanza que eviten o remedien su cometido. Este artículo presenta los resultados de un estudio exploratorio cuyo objetivo es analizar los errores que comete el alumnado al estudiar el concepto de derivada de una función. Para ello se examinaron los errores cometidos por 27 estudiantes de 1º de Bachillerato durante la resolución de una serie de ejercicios. Los resultados permiten identificar aquellas categorías en las que los estudiantes cometen mayores errores en el estudio de la derivada. El análisis también revela dificultades causadas por un aprendizaje deficiente de conocimientos previos. Todo ello invita a reflexionar sobre la necesidad de fomentar un análisis lógico y coherente de los conceptos, del lenguaje y de las soluciones, a la hora de resolver problemas matemáticos.Palabras Clave: Bachillerato, Derivada, Dificultades, Errores, Matemáticas.ABSTRACTThe errors that students make when solving a mathematical problem are a powerful tool to detect difficulties in the learning of this discipline. Their diagnosis allows the development of teaching techniques that avoid or rectify their commission. This article presents the results of an exploratory study which aims at analyzing the errors that students make when studying the concept of derivative of a function. To this end, the errors made by 27 high school students during the resolution of a series of exercises are examined. The results allow to identify those categories in which students make a higher number of errors when studying the derivative. The analysis also reveals difficulties caused by poor learning of prior knowledge. The later invites to reflect on the need to promote a logical and coherent analysis of concepts, language and solutions, when solving mathematical problems.Keywords: Derivative, Difficulties, Errors, High school, Mathematics.

scholarly journals Modification of the technology acceptance model in the use of Google classroom in the COVID-19 Era: A case studies in junior high schools

2021 ◽  
Vol 16 (5) ◽  
pp. 2598-2608
Author(s):  
Aditya Pratama
Keyword(s):  
High School ◽  
High School Students ◽  
Technology Acceptance ◽  
Junior High School ◽  
Goodness Of Fit ◽  
Online Survey ◽  
Junior High ◽  
Ease Of Use ◽  
School Level ◽  
Measuring Instruments

The purpose of this research was to measure the acceptance of Google Classroom use by junior high school students using variables such as habits, satisfaction, knowledge, and skills. To achieve the set objective, it adopted the TAM, which measures technology usability and ease of use. TAM also provides a theoretical basis for measuring students’ perceptions concerning the use of Google Classroom in online learning during the COVID-19 pandemic. Based on this, a questionnaire was used to collect data through an online survey involving a sample of 306 students at the junior high school level. The data obtained was analyzed using exploratory and confirmatory factor analyses to obtain valid and reliable measuring instruments. AMOS was used to measure, assess the structural model based on the goodness of fit standard and test hypotheses.  as many as 84.3% of students had never used Google Classroom until the COVID-19 pandemic struck.   Keywords: TAM, Habit, Satisfaction, Knowledge, and skill;  

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