scholarly journals "تطوير منهج الرياضيات لطالبات المرحلة المتوسطة بالسعودية في ضوء مهارات القرن الحادي والعشرون وفاعليته في تنمية بعض المهارات" Developing a mathematics curriculum for middle school students in Saudi Arabia in light of the twenty-first-century skills and its effectiveness in developing some skills

2021 ◽  
Vol 2 (1) ◽  
pp. 108-154
Author(s):  
رانده نتو ◽  
prof. wafaa Kafafy
Keyword(s):  
Middle School ◽  
Saudi Arabia ◽  
Middle School Students ◽  
Mathematics Curriculum ◽  
First Century ◽  
School Students ◽  
Twenty First Century ◽  
Twenty First Century Skills

scholarly journals Methods of parental treatment and its relation to educational achievement among middle school students at Harun Al-Rashid School in Jazan, Saudi Arabia: أساليب المعاملة الوالدية وعلاقتها بالتحصيل الدراسي لدى طلاب المرحلة المتوسطة في مدرسة هارون الرشيد بمنطقة جازان- السعودية

2017 ◽  
Vol 1 (4) ◽  
Author(s):  
Hadi Mousa Jaber Al - Haqawi
Keyword(s):  
Middle School ◽  
Academic Achievement ◽  
Saudi Arabia ◽  
Middle School Students ◽  
Significant Relationship ◽  
Educational Achievement ◽  
Second Grade ◽  
School Students ◽  
Parental Treatment ◽  
Methods Of Treatment

The study aimed to identify the relationship between the methods of parental treatment as understood by the children and the academic achievement in the middle school students in Jazan region in Saudi Arabia. The study sample consisted of 40 students in the second grade at Haroun Al - The results of the study showed a statistically significant relationship at the level of (0.01α =) between the methods of treatment of the father (punitive method - withdrawal of love - guidance and guidance). ) And academic achievement The results showed that there was a statistically significant relationship at the level of (0.01α =) between the methods of treatment of the mother (punitive method - withdrawal of love - guidance and guidance) and the educational achievement of children, and the results of the study showed no significant differences at the level Significance (0.05α =) between parental treatment methods (punitive method - withdrawal of love - guidance and guidance) in total between parents.

Listening to Middle School Students' Algebraic Thinking

2000 ◽  
Vol 6 (3) ◽  
pp. 156-161
Author(s):  
John P. Smith ◽  
Elizabeth A. Phillips
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Mathematics Curriculum ◽  
Algebraic Thinking ◽  
School Students ◽  
The Core ◽  
K 12

NO PART OF THE K–12 MATHEMATICS curriculum is more fluid and controversial than introductory algebra. Content and assessment issues lie at the core of this debate: What algebra skills and understandings are important? What kind of evidence suggests that students possess these skills? Neither question can be answered in simple terms; in fact, no single “right” answer may exist for either one.

Socrates and the Three Little Pigs: Connecting Patterns, Counting Trees, and Probability

1999 ◽  
Vol 5 (3) ◽  
pp. 156-161
Author(s):  
Denisse R. Thompson ◽  
Richard A. Austin
Keyword(s):  
Middle School ◽  
South Carolina ◽  
New Jersey ◽  
Middle School Students ◽  
Mathematics Curriculum ◽  
School Curriculum ◽  
School Students ◽  
Middle School Curriculum ◽  
Curriculum Frameworks ◽  
Counting Trees

Explorations of concepts of chance should be a part of the middle school curriculum, as indicated in the mathematics curriculum frameworks developed by several states (Florida 1996; South Carolina 1993; New Jersey 1996). The challenge for teachers is to find contexts that interest middle school students and motivate them to explore these ideas.

Take Time for Action: Perimeter or Area? Which Measure Is It?

1999 ◽  
Vol 5 (1) ◽  
pp. 20-23
Author(s):  
Michaele F. Chappell ◽  
Denisse R. Thompson
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Conceptual Understanding ◽  
Physical Environment ◽  
Mathematics Curriculum ◽  
School Students ◽  
The Past ◽  
Fundamental Understanding ◽  
K 12

During the past twenty years, documents have recommended that the mathematics curriculum include measurement for all grades, K–12 (NCTM 1980, 1989). Indeed, students interact daily with measurement in their physical environment, for example, by finding the distance from home to school, their height and weight, and wall space for posters. Adolescents bring to the classroom varied conceptions of measurement, which may be in the form of basic applications or general formulas. All too often, a fundamental understanding of these ideas is sacrificed while students learn general formulas. This situation is particularly true for attributes of perimeter and area. To what extent do middle school students possess a conceptual understanding of these measurement concepts?

Cognitive Effects of a Logo-Enriched Mathematics Program for Middle School Students

1988 ◽  
Vol 4 (4) ◽  
pp. 443-452 ◽  
Author(s):  
Sandra V. Turner ◽  
Michael L. Land
Keyword(s):  
Middle School ◽  
Cognitive Development ◽  
Middle School Students ◽  
Mathematics Curriculum ◽  
Common Factor ◽  
Control Group ◽  
Minimal Amount ◽  
School Students ◽  
Mathematical Concepts ◽  
Logo Programming

This study investigated the effect of learning Logo on middle-school students' understanding of specific mathematical concepts and on their level of cognitive development. Students in the Logo Group ( n = 91) learned Logo for one hour a week for sixteen weeks as part of their regular mathematics curriculum. The Control Group ( n = 90) did not participate in the Logo program but received the full allotted time for their regular mathematics curriculum. No significant differences were found between the two groups in their understanding of mathematics concepts or in their growth in cognitive development. However, among the students in the Logo Group, those who learned the most Logo gained significantly more than those who learned a minimal amount of Logo both in their understanding of the mathematics concepts and in their level of cognitive development. When the High Logo group was compared to the Control Group, and also to a matched subset of the Control Group, there were large differences in favor of the High Logo group, but the results were not significant. The findings of this study suggest that cognitive development, achievement in mathematics, and achievement in Logo programming all share a common factor and that students who do well in one area are also likely to do well in the other two areas.

Sign in / Sign up

Export Citation Format

Share Document