Response to Intervention in Middle and High School Mathematics

2016 ◽  
pp. 2138-2164
Author(s):  
Lynn Gannon Patterson ◽  
Meagan Musselman
Keyword(s):  
High School ◽  
High School Students ◽  
Response To Intervention ◽  
Classroom Environment ◽  
High School Mathematics ◽  
Learning Centers ◽  
School Students ◽  
Effective Response ◽  
Mathematics Intervention ◽  
Math Teachers

Secondary schools are complex in structure and are challenged daily to provide high-quality, effective Response to Intervention (RTI) models in their school settings. RTI must be handled very differently in a middle or high school compared to an elementary school, and larger numbers of students, stricter time constraints, lack of resources, and larger academic gaps are among the typical obstacles secondary teachers face, including math teachers. However, there are RTI models that will work well in math classes, including the Adolescent Mathematics Intervention Structure (AMIS), which focuses on providing motivation, opportunities for academic discourse, cooperative learning, and a positive mathematical classroom environment. Additionally, students thrive in a mathematical learning environment that includes a focus on multiple representations for the mathematics, manipulatives, and targeted learning centers designed specifically for middle and high school students. This chapter focuses on discussing AMIS and providing recommendations for its implementation in secondary math classes.

Response to Intervention in Middle and High School Mathematics

2015 ◽  
pp. 129-155
Author(s):  
Lynn Gannon Patterson ◽  
Meagan Musselman
Keyword(s):  
High School ◽  
High School Students ◽  
Response To Intervention ◽  
Classroom Environment ◽  
High School Mathematics ◽  
Learning Centers ◽  
School Students ◽  
Effective Response ◽  
Mathematics Intervention ◽  
Math Teachers

Secondary schools are complex in structure and are challenged daily to provide high-quality, effective Response to Intervention (RTI) models in their school settings. RTI must be handled very differently in a middle or high school compared to an elementary school, and larger numbers of students, stricter time constraints, lack of resources, and larger academic gaps are among the typical obstacles secondary teachers face, including math teachers. However, there are RTI models that will work well in math classes, including the Adolescent Mathematics Intervention Structure (AMIS), which focuses on providing motivation, opportunities for academic discourse, cooperative learning, and a positive mathematical classroom environment. Additionally, students thrive in a mathematical learning environment that includes a focus on multiple representations for the mathematics, manipulatives, and targeted learning centers designed specifically for middle and high school students. This chapter focuses on discussing AMIS and providing recommendations for its implementation in secondary math classes.

scholarly journals Junior high school mathematics teachers’ knowledge in calculators

2020 ◽  
Vol 5 (1) ◽  
pp. 80-93
Author(s):  
Isaac Bengre Taley ◽  
Matilda Sarpong Adusei
Keyword(s):  
High School ◽  
High School Students ◽  
Mathematics Teachers ◽  
Junior High School ◽  
Junior High ◽  
Real Life ◽  
School Mathematics ◽  
High School Mathematics ◽  
School Students ◽  
High School Mathematics Teachers

Helping junior high school students to use calculators and computers for problem solving and investigating real-life situations is an objective of the junior high school mathematics curriculum in Ghana. Ironically, there is a technological drought in junior high school mathematics instruction in Ghana, with a suspicion that mathematics teachers’ competency in the use of calculators for teaching may be the source of this lack of use. This study sought to establish a correlation between junior high school mathematics teachers’ competence and the motivation supporting the use of calculators in teaching.  A descriptive survey comprising of a test and questionnaire was used to collect data from junior high school mathematics teachers in an educational district in Ghana. Teacher characteristics such as educational attainment, age, and gender in relation to teachers’ competency in the use of calculators were discussed in the study. The results showed that about 70% of the teachers exhibited a low level of calculator competence. Besides, novice teachers outperformed expert teachers in the calculator competency-based test. Additionally, mathematics teachers’ enthusiasm for using calculators in teaching was directly associated with the teachers’ level of competency. The findings may send a signal to stakeholders in their efforts to revising the Ghana JHS curriculum in order to actualize the curriculum desire for the integration of technology in the teaching and learning of JHS mathematics.

scholarly journals Conjuring up the correspondence of high-school students’ self-determination and classroom climate with reading achievement

2020 ◽  
Vol 3 (3) ◽  
pp. 198
Author(s):  
Shahrbanoo Joulide ◽  
Akram Faravani ◽  
Ali Akbar Boori
Keyword(s):  
High School ◽  
High School Students ◽  
Reading Achievement ◽  
Classroom Environment ◽  
Financial Management ◽  
Classroom Climate ◽  
Reading Ability ◽  
Self Determination ◽  
Achievement Scores ◽  
School Students

A prevalent goal of education in schools is reading comprehension enhancement. Therefore, a critical issue in   educational psychology is investigating the factors contributing to increase the reading achievement including both classroom climate and self-determination. This study explored the relationships of Iranian High School students’ self-determination and classroom climate with their reading achievement.  150 Iranian (male and female) students from Sama and Fazele high schools in Mashhad were selected through convenience sampling. The instruments were IOWA self-determination, Classroom Climate Questionnaires, and a validated researcher-made test. It was a type of quantitative and correlational research. Results revealed a significant and positive relationship between self-determination and reading ability. They also showed that among the six subscales of the self-determination, financial management had a significant relationship with the reading achievement scores of students. However, the emotional independence of peers had a negative correlation with the reading achievement scores of students. The results showed that teachers’ skill in orienting tasks can enhance reading achievement score and make the classroom climate more motivating. This study has potentially helpful implications for English language teachers, English institutes, and students. Teachers can enhance student’s self-determination by providing a friendly classroom environment and indirectly boost the students’ reading score. 

Teaching Algebra and Geometry Concepts by Modeling Telescope Optics

2008 ◽  
Vol 101 (7) ◽  
pp. 490-497
Author(s):  
Lauren M. Siegel ◽  
Gail Dickinson ◽  
Eric J. Hooper ◽  
Mark Daniels
Keyword(s):  
High School ◽  
High School Students ◽  
Geometer's Sketchpad ◽  
High School Mathematics ◽  
School Students ◽  
University Of Texas ◽  
Teaching Algebra ◽  
Questions And Answers ◽  
Telescope Optics ◽  
Traditional Proof

Preparation and delivery of high school mathematics lessons that integrate mathematics and astronomy through The Geometer's Sketchpad models, traditional proof, and inquiry-based activities. The lessons were created by a University of Texas UTeach preservice teacher as part of a project-based field experience in which high school students construct a working Dobsonian telescope. Eleven investigations with questions and answers are included.

Secondary School Students' Perceptions of Math Teachers and Math Classes

1976 ◽  
Vol 69 (3) ◽  
pp. 226-233
Author(s):  
Charles R. Cooper ◽  
Anthony Petrosky
Keyword(s):  
High School ◽  
High School Students ◽  
Secondary School ◽  
Secondary School Students ◽  
Nationwide Survey ◽  
School Students ◽  
Math Teachers

Here is a summary of a recent, revealing nationwide survey of high school students perceptiollS of their teachers and the classroom atmosphere they create.

scholarly journals Turkish High School Students’ English Demotivation and Their Seeking for Remotivation: A Mixed Method Research

2017 ◽  
Vol 10 (8) ◽  
pp. 107 ◽  
Author(s):  
Cenk Akay
Keyword(s):  
High School ◽  
High School Students ◽  
Classroom Environment ◽  
Mixed Method ◽  
Mixed Method Research ◽  
Motivating Factors ◽  
School Students ◽  
Problematic Issue ◽  
Long Time ◽  
School Period

Since Gardner introduced the importance of motivation on Language 2 learning, the concept has been accompanied with three more relevant concepts; amotivation, demotivation and remotivation. This paper mainly focused on high school students’ de-motivation and remotivation in English. De-motivation is a set of factors which decreases the motivation level of the learners and re-motivation is an attempt to overcome those de-motivating factors. English learning-teaching process has been a problematic issue for a long time in Turkey. While there are researches focusing on the de-motivating factors in many countries, such a research for Turkish high school students has not been found. This research aimed to fill this research gap and to determine the English demotivation level of the students and the demotivating factors for them and to put forth suggestions to re-motivate the learners. An explanatory design was used as a mixed method research design. The sample was constituted of 579 students. Research results revealed that demotivation level of high school students in English is quite high, their motivation decreases most in high school period. Lack of interest in English, attitude of course teacher, classroom environment and course materials are among demotivating factors. In addition, the students request that, for remotivation, courses should be entertaining, technological tools should be utilized more and frequency of speaking activities should be increased.

scholarly journals Measuring the Permeability of Vacuum Using a Smartphone

2020 ◽  
Author(s):  
Jarier Wannous ◽  
Peter Horváth
Keyword(s):  
Magnetic Field ◽  
High School ◽  
High School Students ◽  
Magnetic Fields ◽  
Classroom Environment ◽  
School Students ◽  
The Earth ◽  
The Magnetic Field ◽  
Selection Of

The paper offers a few activities for high school students which use the magnetometer of a smartphone to measure the value of magnetic fields. The first part of the paper deals with finding the magnetometer of the used smartphone. Following is the first selection of activities which are focused on discovering the equation for measuring the magnetic field of coil with a negligible length, while the second selection of activities use the discovered equation to measure the permeability of vacuum and finally to measure the magnetic field of the earth. Sample results of the experiments are given, showing the accuracy and effectiveness of the conducted experiments. The activities offer teachers a novel way for teaching the equation for calculating the magnetic field of a coil, as well as measuring the permeability of vacuum in a classroom environment.

scholarly journals Inappropriate Strategies That Senior High School Students Use When Solving Routine Problems in Basic Algebra

2018 ◽  
Vol 6 (10) ◽  
Author(s):  
Patrick Kwabena Amoakoh
Keyword(s):  
High School ◽  
High School Students ◽  
Simple Random Sampling ◽  
Senior High School ◽  
Basic Algebra ◽  
Sample Survey ◽  
High School Mathematics ◽  
School Students ◽  
Test Items ◽  
Mathematics Text

The purpose of the study was to identify the inappropriate strategies that senor high school students used when solving routine problems in basic algebra. The study was conducted with second year students of Eguafo Senior High School, Edinaman Senior High School and Komenda Secondary Technical School; all situated in the Central Region of Ghana. The data used in the analysis were collected form 120 students of the various programmes in the Senior High School. The simple random sampling method was used in the selection of the sample and the descriptive sample survey was the research design used. Essay type achievement tests and interview were used in the data collection. The test involved 20 independent test items under 10 routine problems in basic algebra. The test items were carefully selected from various Senior High School Mathematics text books and WAEC past questions under the supervision of the supervisor. Students were assembled in their classrooms for the administration of the tests. The tests were administered during official school hours. A total of thirty students, ten from each school were interviewed individually on their solutions to the test items. The failure strategies identified were observed to have comprised one or some combinations of a number of errors classified into six types as follows: a. Sign Errors, Misconception, Slip-shod Errors, Misapplication of RulesComputational Errors and Miscellaneous Errors. It was recommended that textbook authors in their text books should caution students on the possible common mistakes students make with each topic.  

scholarly journals RESOLUÇÃO DE PROBLEMAS: UMA PRÁTICA REALIZADA POR PROFESSORES COM ALUNOS DO ENSINO MÉDIO / PROBLEM-SOLVING: A PRACTICE PERFORMED BY MATH TEACHERS WITH HIGH SCHOOL STUDENTS

2019 ◽  
Vol 25 (1) ◽  
pp. 94
Author(s):  
Geovana Luiza Kliemann ◽  
Maria Madalena Dullius
Keyword(s):  
High School ◽  
High School Students ◽  
Problem Solving ◽  
School Students ◽  
Math Teachers

Este estudo objetiva auxiliar professores de Matemática a fazerem uso da metodologia de resolução de problemas em suas aulas, desvinculado de conteúdos específicos. Para atingir o objetivo, foi realizado um estudo qualitativo, a partir do qual organizou-se um material pedagógico que foi experimentado e problematizado por sete professores com seus respectivos alunos do 1º ano do Ensino Médio de seis escolas públicas, do Vale do Taquari, RS. A partir dos relatos, escritos e falados dos professores sujeitos da pesquisa e da observação participante dos pesquisadores a algumas aulas, emergiram diferentes categorias.Como resultados, é possível destacar que os educadores apresentaram capacidade para inovar, mostrando que o apoio a partir de material concreto pode ser bastante significativo. Concluiu-se, também, que um profissional sozinho apresenta maior dificuldade em diversificar sua prática, porém, com pequenos incentivos é capaz de realizar inovações positivas que beneficiam a aprendizagem de seus alunos.

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