scholarly journals E-Learning during the Covid-19 Pandemic in Spain: A Case Study with High School Mathematics Students

2021 ◽  
Vol 8 (2) ◽  
pp. 179-184
Author(s):  
Lidon Moliner ◽  
Gil Lorenzo-Valentin ◽  
Francisco Alegre
Keyword(s):  
High School ◽  
School Mathematics ◽  
Mathematics Students ◽  
High School Mathematics ◽  
E Learning

Involve the Community

1993 ◽  
Vol 86 (6) ◽  
pp. 442-448
Author(s):  
Sue Jackson Barnes
Keyword(s):  
High School ◽  
Mathematics Teachers ◽  
Daily Basis ◽  
School Mathematics ◽  
Mathematics Students ◽  
High School Mathematics ◽  
Know How ◽  
Banking Activity ◽  
And Mathematics ◽  
Mathematics Course

Many high school mathematics students unrealistically believe that if they can just finish one more general mathematics course, they will never again have to face mathematics. They realize that they must know how to write checks and are quite eager to learn about managing a checking account. Other than this banking activity, they are quite sure that only engineers and mathematics teachers use mathematics on a daily basis. When asked about such items as taxes and insurance, the stock answer is, “Oh, I'll just let my accountant take care of things like that!”

Making “Pi” Meaningful

1951 ◽  
Vol 44 (4) ◽  
pp. 230-232
Author(s):  
Hillard C. Tripp
Keyword(s):  
High School ◽  
Junior High School ◽  
Junior High ◽  
School Mathematics ◽  
Mathematics Students ◽  
High School Mathematics ◽  
Short Time

One of the most difficult experiences that junior high school mathematics students encounter is the understanding of pi. The approximate value of 3.14 can be memorized in a short time, but what meaning does it have for the student after he has memorized it?

Experimental Programs: Individual mathematics study plan

1962 ◽  
Vol 55 (1) ◽  
pp. 52-56
Author(s):  
M. J. Brannon
Keyword(s):  
High School ◽  
Mathematics Teachers ◽  
School Mathematics ◽  
Mathematics Students ◽  
High School Mathematics ◽  
Individual Study ◽  
Study Plan ◽  
High School Mathematics Teachers

After three years' experience with an individual study plan for certain able mathematics students at Urbana High School, we want to share some of our observations and conclusions with other high-school mathematics teachers who might find these methods useful in their own classes.

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