Incorporating Representation-Based Instruction Into Mathematics Teaching

2019 ◽  
pp. 311-336
Author(s):  
Fadime Ulusoy ◽  
Lutfi Incikabi
Keyword(s):  
Mathematics Education ◽  
Middle School Students ◽  
Middle Schools ◽  
Instructional Strategies ◽  
Mathematics Teaching ◽  
School Students ◽  
Mathematical Concepts ◽  
Learning And Teaching ◽  
Long Time ◽  
Based Instruction

Developing students' abilities in using and selecting appropriate representations and making transformations between representations is an important issue in mathematics education. Among the mathematical concepts, fractions have always reported as a challenging issue for students in the middle schools for a long time. In this sense, researchers have suggested the use of different representations in learning and teaching of fractions in order to enhance students' conceptual understandings of fractions. Based on this suggestion, we provide some activities for engaging middle school students with multiple representations of fractions by focusing on addition operation. These activities are focused on the need to identify appropriate instructional strategies to enhance students' communication and critical thinking, thus improving their academic performance in mathematics.

scholarly journals The Use of the Interactive Whiteboard in Mathematics and Mathematics Lessons from the Perspective of Turkish Middle School Students

2017 ◽  
Vol 6 (3) ◽  
pp. 195
Author(s):  
Nezih Onal ◽  
Cennet Gologlu Demir
Keyword(s):  
Middle School ◽  
Mathematics Education ◽  
Middle School Students ◽  
Positive Attitude ◽  
Attitude Scale ◽  
Interactive Whiteboard ◽  
School Students ◽  
Students Attitudes ◽  
And Mathematics ◽  
Education In Turkey

It is a great paradox that despite the great importance attached to mathematics education in Turkey, high failure rates are observed among Turkish students in mathematics. For this reason, new applications are implemented in the field of mathematics education in Turkey. One of these applications is the use of technology in mathematics education. Thus, this research aimed to determine the attitudes and opinions of the middle school students towards the use of the interactive whiteboard, which is among the technologies used in mathematics and mathematics lessons. The research is based on a mixed-method research design in which both quantitative and qualitative methods were used. The quantitative part of the study was conducted with 726 students, selected via the convenience sampling method, in 4 different central schools affiliated to the Ministry of Education (MNE) in the Karabük province during the 2015-2016 academic year, while the qualitative part was carried out with 20 participants determined on a voluntary basis. The research data were obtained from the “Attitude Scale towards Mathematics”, the “Interactive Whiteboard Attitude Scale” and the semi-structured interviews. It was found that the participants in the survey had a positive attitude towards the use of the interactive whiteboard in mathematics lessons and that they were positively affected by the interactive whiteboard in learning mathematics. In addition, it was concluded that participants' attitudes towards mathematics and the use of the interactive whiteboard was above average. It was also found that the male students’ attitudes towards the interactive whiteboard were more positive than that of the female students, and the level of positive attitude towards mathematics decreases as the class level increases accordingly. Finally, a low positive correlation was found between students' attitudes towards mathematics and the interactive whiteboard.

scholarly journals Predictors of Middle School Students’ Interest in Participating in an Incentive-Based Tobacco Prevention and Cessation Program in Connecticut

2014 ◽  
Vol 2014 ◽  
pp. 1-6 ◽  
Author(s):  
Meghan E. Morean ◽  
Deepa R. Camenga ◽  
Grace Kong ◽  
Dana A. Cavallo ◽  
Ty S. Schepis ◽  
...  
Keyword(s):  
Middle School ◽  
Smoking Cessation ◽  
Middle School Students ◽  
Middle Schools ◽  
Self Regulation ◽  
Smoking History ◽  
Tobacco Prevention ◽  
Program Participation ◽  
School Students ◽  
Trait Impulsivity

Behavioral incentives have been used to encourage smoking cessation in older adolescents, but the acceptability of incentives to promote a smoke-free lifestyle in younger adolescents is unknown. To inform the development of novel, effective, school-based interventions for youth, we assessed middle school students’ interest in participating in an incentive-based tobacco abstinence program. We surveyed 988 students (grades 6–8) attending three Connecticut middle schools to determine whether interest in program participation varied as a function of (1) intrapersonal factors (i.e., demographic characteristics (sex, age, race), smoking history, and trait impulsivity) and/or (2) aspects of program design (i.e., prize type, value, and reward frequency). Primary analyses were conducted using multiple regression. A majority of students (61.8%) reported interest in program participation. Interest did not vary by gender, smoking risk status, or offering cash prizes. However, younger students, non-Caucasian students, behaviorally impulsive students, and students with higher levels of self-regulation were more likely to report interest. Inexpensive awards (e.g., video games) offered monthly motivated program interest. In sum, middle school students reported high levels of interest in an incentive-based program to encourage a tobacco-free lifestyle. These formative data can inform the design of effective, incentive-based smoking cessation and prevention programs in middle schools.

Review: A New Era in Collegiate Mathematics Education Research: A Mathematician's View of RCME

1995 ◽  
Vol 26 (1) ◽  
pp. 89-92
Author(s):  
Robert F. Wheeler
Keyword(s):  
Education Research ◽  
Mathematics Education ◽  
Mathematics Teaching ◽  
American Mathematical Society ◽  
Mathematics Education Research ◽  
Mathematical Society ◽  
New Era ◽  
Learning And Teaching ◽  
Mathematical Association ◽  
Collegiate Mathematics

For the mathematician interested in issues of learning and teaching, these are, ostensibly, the best of times. The American Mathematical Society has joined the Mathematical Association of America in making choice time slots available at national and regional meetings for discussions of educational issues. These sessions have been well attended, not only by young Ph.D.'s, but also by senior mathematicians, full professors with the protection of tenure, who have the potential to substantially modify the way in which college mathematics teaching is done.

Call for Manuscripts for the 1999 Focus Issue: Data and Chance in the Middle School Curriculum

1997 ◽  
Vol 3 (1) ◽  
pp. 45
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Mathematics Teaching ◽  
School Curriculum ◽  
School Students ◽  
Middle School Curriculum

The march 1999 issue of Mathematics Teaching in the Middle School (MTMS) will focus on the theme “Data and Chance in the Middle School Curriculum.” The Editorial Panel would like to feature exemplary lessons related to these topics, examine how these topics might be explored by middle school students, and highlight ways that data and chance can be connected to other areas of study.

Three's the Charm

1997 ◽  
Vol 3 (1) ◽  
pp. 3
Author(s):  
Mari Muri ◽  
Judi Zawojewski
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Mathematics Teaching ◽  
Poor Performance ◽  
Science Study ◽  
School Students ◽  
National Assessment ◽  
The Third ◽  
School Classroom ◽  
Mathematics And Science

The editorial panel is pleased to (welcome readers to volume 3 of Mathematics Teaching in the Middle School. Good things come in threes, and the journal is no exception. Three noteworthy events will characterize volume 3. The first is a special March-April 1998 issue with a focus on geometry. We chose this topic because it has traditionally been an area of poor performance by middle school students, as indicated by the results of the National Assessment of Educational Progress and the Third International Mathematics and Science Study. Yet geometry has the potential for creating exciting opportunities for “doing” mathematics in the middle school classroom. Further, with the increased availability of technology-based geometry tools, students' experiences with the topic can be enhanced through dynamic aud sophisticated investigations.

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.

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