Assessment and Grading in High School Mathematics Classrooms

1997 ◽  
Vol 28 (2) ◽  
pp. 187 ◽  
Author(s):  
Sharon L. Senk ◽  
Charlene E. Beckmann ◽  
Denisse R. Thompson
Keyword(s):  
High School ◽  
School Mathematics ◽  
High School Mathematics ◽  
Mathematics Classrooms

Engagement and affect patterns in high school mathematics classrooms that exhibit spontaneous problem posing: an exploratory framework and study

2020 ◽  
Vol 105 (3) ◽  
pp. 435-456
Author(s):  
Lorna Headrick ◽  
Adi Wiezel ◽  
Gabriel Tarr ◽  
Xiaoxue Zhang ◽  
Catherine E. Cullicott ◽  
...  
Keyword(s):  
High School ◽  
School Mathematics ◽  
Problem Posing ◽  
High School Mathematics ◽  
Mathematics Classrooms

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?

Making Mathematical Practices Explicit in Urban Middle and High School Mathematics Classrooms

2016 ◽  
Vol 47 (5) ◽  
pp. 505-551 ◽  
Author(s):  
Sarah Kate Selling
Keyword(s):  
High School ◽  
Classroom Discourse ◽  
School Mathematics ◽  
High School Mathematics ◽  
Mathematical Practices ◽  
Mathematics Classrooms

To learn mathematical practices, students need opportunities to engage in them. But simply providing such opportunities may not be sufficient to support all students. Simultaneously, explicitly teaching mathematical practices could be problematic if instruction becomes prescriptive. This study investigated how teachers might make mathematical practices explicit in classroom discourse. Analyses of 26 discussions from 3 mathematics classes revealed that teachers made mathematical practices explicit primarily after students had participated in them. I present a framework of 8 types of teacher moves that made mathematical practices explicit and argue that they did so without turning practices into prescriptions or reducing students' opportunities to engage in them. This suggests a need to expand conceptions of explicitness to promote access to mathematical practices.

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