scholarly journals ASSESSMENT OF STUDENTS' KNOWLEDGE WITHIN THE MoDuLE-RATING SYSTEM OF TEACHING MATHEMATICS AT HIGH SCHOOL

2015 ◽  
pp. 92-100
Author(s):  
E. Vlasova ◽  
V. Popov ◽  
A. Latyshev
Keyword(s):  
High School ◽  
Rating System ◽  
Teaching Mathematics

IDENTIFICATION OF PROBLEM SOLVING STRATEGIES IN MATHEATICS AMONG HIGH SCHOOL STUDENTS

2017 ◽  
Vol 4 (36) ◽  
Author(s):  
J. Navaneetha Krishnan ◽  
P. Paul Devanesan
Keyword(s):  
High School ◽  
High School Students ◽  
Problem Solving ◽  
Sample Survey ◽  
Survey Method ◽  
Teaching Mathematics ◽  
School Students ◽  
Problem Solving Strategies ◽  
Achievement In Mathematics

The major aim of teaching Mathematics is to develop problem solving skill among the students. This article aims to find out the problem solving strategies and to test the students’ ability in using these strategies to solve problems. Using sample survey method, four hundred students were taken for this investigation. Students’ achievement in solving problems was tested for their Identification and Application of Problem Solving Strategies as a major finding, thirty one percent of the students’ achievement in mathematics is contributed by Identification and Application of Problem Solving Strategies.

Apprenticeship of Immersion: College Access for High School Students Interested in Teaching Mathematics or Science

2010 ◽  
Vol 111 (1) ◽  
pp. 11-19
Author(s):  
Shelly Sheats Harkness ◽  
Iris DeLoach Johnson ◽  
Billy Hensley ◽  
James A. Stallworth
Keyword(s):  
High School ◽  
High School Students ◽  
College Access ◽  
Teaching Mathematics ◽  
School Students

scholarly journals PENGEMBANGAN ATTITUDE E-ASSESSMENT PADA PEMBELAJARAN MATEMATIKA SEKOLAH MENENGAH ATAS

2015 ◽  
Vol 1 (2) ◽  
pp. 118
Author(s):  
Teguh Permadi ◽  
Mustangin Mustangin
Keyword(s):  
High School ◽  
Teaching Mathematics ◽  
Instructional Media ◽  
Assessment Of Learning ◽  
Learning Evaluation ◽  
Learning Mathematics

Mathematics has important roles in forming the students' character at school. At least, there are nine characters' value which can be formed through learning mathematics, there are:religious, disciplined, honest, hard working, creative, curiosity, independent, communicative, and responsibility. Therefore, teachers need a means to assess those characters. Technology can be used as a means or tool in the assessment of learning, this term is referred as e-assessment. Originating from an idea for combining between assessing the attitude and using the e-assessment, the researcher developed the attitude e-assessment. The purpose of this research is to produce the attitude e-assessment in teaching Mathematics at high school. This study is a part of developing research which used 4D model as the development basis that cover define stages, design, develop, and disseminate. The result of the analysis which is conducted to the practitioners, learning evaluation expert, and instructional media expert, the product of e-assessment got 3,34 which means that it is valid. While the analysis result of users' respond which is conducted to 10 students grade X of Madrasah Aliyah Negeri Kota Batu, the e-assessment product got 3,32 which means that its valid.Based onthose tests, theattitudee-assessmentproducts in thehigh schoolmathematicsteachinghas been declaredvalidorproper.

Linear and Quadratic Change: A Problem from Japan

2006 ◽  
Vol 100 (3) ◽  
pp. 206-212
Author(s):  
Blake E. Peterson
Keyword(s):  
High School ◽  
Student Teachers ◽  
Student Teaching ◽  
Junior High School ◽  
Junior High ◽  
Experienced Teachers ◽  
Teaching Mathematics ◽  
Teaching Process ◽  
Mathematics Problems ◽  
Teaching Gap

n the fall of 2003, I had the opportunity to conduct some research on the student teaching process in Japan. During my seven weeks of research at the junior high school affiliated with Ehime University in Matsuyama, Japan, I observed mathematics lessons taught by student teachers as well as many more lessons taught by experienced teachers. The basis for most of these lessons was wonderfully rich mathematics problems. In these lessons a problem was posed to students, time was given for them to explore it, and then a discussion of the solutions to the problem took place. A detailed description of similar problem-based lessons can be found in The Teaching Gap (Stigler and Hiebert 1999) and The Open-Ended Approach: A New Proposal for Teaching Mathematics (Becker and Shimada 1997).

Teaching Signs in Fractions

1947 ◽  
Vol 40 (2) ◽  
pp. 71-74
Author(s):  
Elbert Fulkerson
Keyword(s):  
College Students ◽  
High School ◽  
Secondary Schools ◽  
Beginning Teachers ◽  
Student Teaching ◽  
Teaching Mathematics

It has been the writer's observation through many years of teaching mathematics in the secondary schools and in the supervision of student teaching in this subject, that a relatively large number of students who have studied considerable mathematics in high school, and far too many college students who are preparing to become teachers of mathematics, are not thoroughly grounded in the principles underlying the changing of signs in fractions. It will be, therefore, the purpose of this article to outline a plan which the author has found to work quite satisfactorily in the teaching of the signs in fractions, with the hope that such a plan might be used advantageously by beginning teachers in the field of mathematics.

Ave atque vale

1970 ◽  
Vol 63 (5) ◽  
pp. 381-382
Author(s):  
Irvin H. Brune
Keyword(s):  
High School ◽  
Board Of Directors ◽  
Mathematics Teacher ◽  
Teaching Mathematics ◽  
National Council ◽  
New Work ◽  
Cumulative Index ◽  
Old Order ◽  
The Board Of Directors ◽  
One Year

The old order has changed—and given place to the new. In action taken one year ago, the Board of Directors of the National Council of Teachers of Mathematics created a new position and eliminated an old one. As of July 15, 1969, Miss Carol V. McCamman became Managing Editor of The Mathematics Teacher. Miss McCamman came to her new work with a rich experience in teaching mathematics at Coolidge High School, Washington, D.C. She also edited the invaluable Cumulative Index of The Mathematics Teacher, volumes 1– 58, 1908 through 1965. As of the date of this issue, the present editor completes his term.

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.

Applications: Digraphs, Matrices, and Football-Team Ratings

1987 ◽  
Vol 80 (8) ◽  
pp. 660-681
Author(s):  
Robert M. Dieffenbach
Keyword(s):  
High School ◽  
Rating System ◽  
High School Football ◽  
Football Team

In Ohio a statewide rating system known as the Harbin Football-Team Rating System determines the high school football teams that are eligible to compete in postseason playoffs. Each team earns points for games it wins and for games that a defeated opponent wins. The teams with the most points “go to state.”

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