scholarly journals GeoMaTech: Integrating Technology and New Pedagogical Approaches Into Primary and Secondary School Teaching to Enhance Mathematics Education in Hungary

2015 ◽  
Author(s):  
Zsolt Lavicza ◽  
Kristof Fenyvesi ◽  
Lilla Korenova ◽  
Eleonóra Stettner
Keyword(s):  
Mathematics Education ◽  
Secondary School ◽  
Integrating Technology ◽  
School Teaching ◽  
Pedagogical Approaches ◽  
Primary And Secondary School

Design Quality Assessment Method of the Primary and Secondary School Teaching Building Engineering Design System

2013 ◽  
Vol 357-360 ◽  
pp. 1572-1578
Author(s):  
Yong Qiang Su ◽  
Lan Qiao ◽  
Qiang Li Li
Keyword(s):  
Secondary School ◽  
Engineering Design ◽  
Evaluation System ◽  
Fuzzy Comprehensive Evaluation ◽  
Design System ◽  
School Buildings ◽  
Design Quality ◽  
School Teaching ◽  
Building Engineering ◽  
Primary And Secondary School

The purpose of this paper is to study the evaluation theories on engineering design quality of the primary and secondary school teaching building. In this research the specific seismic performances of primary and secondary school buildings was analyzed. Then, the design quality evaluation index system of primary and secondary School buildings and multi-layered evaluation system were established according to the system engineering theory of builing engineering design. A fuzzy comprehensive evaluation precedure was finally shown. The result indicated the hidden problems and management defects can be accurately found through this evaluation system with using the quality and quantity analysis way. It was helpful to greatly increase the ability to forecast, prevent and control engineering accidents, by which the prevention-after-accident quality management model of building engineering design can change into self-control type.

International Mathematical Education: Some Recent Efforts for Improvement of School Mathematics in India

1968 ◽  
Vol 61 (3) ◽  
pp. 321-327
Author(s):  
J. N. Kapur
Keyword(s):  
Mathematics Education ◽  
Secondary School ◽  
Mathematics Teacher ◽  
School Mathematics ◽  
Mathematical Education ◽  
International Mathematical ◽  
School Teaching

Editor's Note.—The Mathematics Teacher (India) is a new journal in mathematics education directed mainly at secondary school teaching. With the September October 1966 issue it began its third year of publication.

Some Primary and Secondary School Building of Masonry Structure Seismic Reinforcement of Key Technical Discussion

2014 ◽  
Vol 556-562 ◽  
pp. 785-790
Author(s):  
Wen Huang ◽  
Yu Han Du ◽  
Fu Yan Zheng
Keyword(s):  
Secondary School ◽  
Design Method ◽  
Masonry Structure ◽  
Reinforced Masonry ◽  
School Teaching ◽  
The Common ◽  
Column Design ◽  
Technical Discussion ◽  
End Set ◽  
Primary And Secondary School

In view of the common primary and secondary school teaching buildings (including library) that are masonry structure, and discussed the key technology of the reinforced masonry structure seismic, including mesh reinforcement cement mortar reinforced wall, cantilever beam end set column, design method and construction points of adding staircase column. This technology could provide reference for other similar seismic strengthening engineering.

Classics in Mathematics Education: Algebra and the Development of Reason

1966 ◽  
Vol 59 (2) ◽  
pp. 158-166
Author(s):  
Susanne K. Langer
Keyword(s):  
High School ◽  
Mathematics Education ◽  
Secondary School ◽  
The Other ◽  
Human Reason ◽  
High School Algebra ◽  
School Teaching ◽  
The Subject ◽  
Points Of View

WHAT I wish to say to you today is a general reflection on the subject of high school algebra. As a layman both in mathematics and in secondary school teaching, I can speak only from two lay points of view—that of the pupil, which meets you at one end of your activity, and that of the philosopher, which you encounter at the other. Consequently, I shall begin by talking about the futility and barrenness of algebra, and end, I hope, by reviewing with you its importance, interest, and charm. For it is a peculiarity of the subject that an uninitiate mind can usually see nothing in it but a dry, lifeless discipline, whereas the adept sees in it the apotheosis of human reason.

Academic freedom in primary and secondary school teaching

2019 ◽  
Vol 17 (2) ◽  
pp. 119-138
Author(s):  
Bruce Maxwell ◽  
David I. Waddington ◽  
Kevin McDonough
Keyword(s):  
Higher Education ◽  
Secondary School ◽  
Academic Freedom ◽  
Secondary Teachers ◽  
Compulsory Education ◽  
Professional Autonomy ◽  
Education Sector ◽  
School Teachers ◽  
School Teaching ◽  
Primary And Secondary School

Why do society and the courts so readily recognize university and college teachers’ academic freedom but just as readily deny primary and secondary school teachers the same right? To investigate this question, this article considers teachers’ work in light of the standard justifications for granting academic freedom in higher education: that academic freedom is essential to promoting the capacity for critical reflection and the reliable transfer of disciplinary knowledge. Considering that society calls on teachers to play a key role in advancing both of these educational and social goods, the article argues that granting academic freedom in higher education, while denying it for primary and secondary teachers, appears to be a double standard. The claims to academic freedom typically reserved for university professors, we show, also apply to the work of primary and secondary teachers. There are significant differences between teaching in the higher education sector as opposed to the compulsory education sector. School teachers work with a conscripted clientele of minors and are therefore rightly subject to more stringent norms of public accountability. These differences notwithstanding, the concept of academic freedom, the article concludes, is a potentially powerful source of leverage for addressing concerns about the erosion of teachers’ professional autonomy and for increased teacher involvement in the elaboration and management of the regulatory frameworks that govern their work.

Personal and Eponymous Nicknames in Historical Retrospective

2020 ◽  
Vol 81 (2) ◽  
pp. 83-87
Author(s):  
Yu. V. Shcherbinina
Keyword(s):  
Secondary School ◽  
Daily Life ◽  
School Teaching ◽  
History Of ◽  
Methodological Practice ◽  
Historical Periods

The article is devoted to the genesis of personal and eponymous nicknames as a vivid phenomenon in the history of language and speech, which has irrefutable potential for developing methods of teaching and educating schoolchildren. The main varieties of nicknames, the conditions for their formation and the specifics of daily life in different historical periods are considered. The interconnections of nicknames with similar and related phenomena of Russian and European speech cultures are analyzed. The feasibility of analysing nicknames in the methodological practice of secondary school is postulated. Possible ways of the implementation of intrasubject and intersubject communications in the school teaching of humanities are offered on the basis of familiarizing students with the history of eponymous and personal nicknames.

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