DIDACTICS OF MATHEMATICS PROBLEMS IN MIDDLE-SCHOOL DUE TO THE COVID-19 PROMOTION EXCEPTIONS IN SPAIN

Pattern recognition is one of the most important devices that we use in understanding mathematical concepts and principles, as well as in solving mathematics problems. In middle school and high school mathematics classes, students commonly study several specific cases of a problem situation and then attempt to generalize to the nth case. A problem about partitioning a circular region with chords, sometimes called Moser's circle problem, illustrates that one must be careful when using inductive reasoning to generalize.

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Investigation of middle school students’ unit coordination levels in mathematics problems involving multiplicative relations

İlköğretim Online ◽

10.17051/ilkonline.2021.01.016 ◽

2021 ◽

Vol 20 (1) ◽

Keyword(s):

Middle School ◽

Middle School Students ◽

School Students ◽

Mathematics Problems ◽

Unit Coordination

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Fun with Triangular Numbers

Mathematics Teaching in the Middle School ◽

10.5951/mathteacmiddscho.20.2.0116 ◽

2014 ◽

Vol 20 (2) ◽

pp. 116-123

Author(s):

Elsa Medina ◽

Richard Grassl ◽

Mary Fay-Zenk

Keyword(s):

Middle School ◽

Middle School Students ◽

School Students ◽

Central Coast ◽

Mathematics Problems ◽

Triangular Numbers

It is a beautiful summer day on the central coast of California. While some students are enjoying days at the park or at the beach, forty middle school students are in a classroom solving challenging mathematics problems. And they are loving it!

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Poetry in Motion: Using Shel Silverstein's Works to Engage Students in Mathematics

Mathematics Teaching in the Middle School ◽

10.5951/mtms.10.8.0386 ◽

2005 ◽

Vol 10 (8) ◽

pp. 386-393

Author(s):

Jennifer M. Bay-Williams

Keyword(s):

Middle School ◽

Middle School Students ◽

Picture Book ◽

School Mathematics ◽

School Students ◽

Mathematical Ideas ◽

Mathematics Problems

Through Brilliant, Clever Poems and prose, Shel Silverstein has worked his way into many classrooms and into the hearts of students and teachers. He wrote poems with an obvious knowledge that a child's mind is active and curious, and middle school students love reading and listening to his words. Imbedded in many of his poems and prose are opportunities to do mathematics in ways that will get students' minds “flickerin'.” Using a poem, picture book, or portions of a novel can raise the curiosity of middle school students and can increase their desire to solve mathematics problems. As students engage in solving literature-based mathematics lessons, they are applying mathematics in different contexts and making connections among mathematical ideas, which are expectations outlined in the Connections Standard in Principles and Standards for School Mathematics (NCTM 2000). In the following sections, four delightful Silverstein works prompted engaging mathematics explorations. Each selection focused on a different mathematical strand, although there is much integration of other concepts in the problems.

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Adolescent Students Who Stutter: A Qualitative Exploration of School Experiences

Perspectives of the ASHA Special Interest Groups ◽

10.1044/2019_persp-19-00085 ◽

2019 ◽

Vol 4 (6) ◽

pp. 1327-1336

Author(s):

Tiffany R. Cobb ◽

Derek E. Daniels ◽

James Panico

Keyword(s):

High School ◽

Middle School ◽

Peer Relationships ◽

Speech Therapy ◽

School Setting ◽

Image Data ◽

School Experiences ◽

Adolescent Students ◽

Therapy Decision ◽

Qualitative Phenomenological

Purpose The purpose of this study was to explore the ways in which adolescent students who stutter perceive their school experiences. Method This study used a qualitative, phenomenological research design. Semistructured interviews were conducted with 7 adolescent students who stutter (3 in middle school and 4 in high school). Participants were interviewed about their school experiences, including the effects of stuttering on academics, learning, teacher relationships, peer relationships, speech therapy experiences, and self-image. Data analysis consisted of transcribing interviews and analyzing them for emerging themes. Results Findings revealed that participants described a variety of experiences around the school setting. Participants reported less favorable middle school experiences. Middle school participants reflected more on teasing, bullying, and feelings of embarrassment, whereas high school participants revealed that teachers, staff, and peers were receptive and accepting of them and their stuttering. All participants reported that their speech therapy helped with classroom participation. Conclusions As a result of the participants' varied experiences, it is important to listen to and incorporate the voices of students who stutter into school, classroom, and therapy decision-making practices.

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The Effect of Vocabulary Intervention on Text Comprehension: Who Benefits?

Language Speech and Hearing Services in Schools ◽

10.1044/2019_lshss-voia-18-0001 ◽

2019 ◽

Vol 50 (4) ◽

pp. 562-578 ◽

Cited By ~ 3

Author(s):

Dawna Duff

Keyword(s):

Middle School ◽

Reading Comprehension ◽

Text Comprehension ◽

Classroom Instruction ◽

Vocabulary Instruction ◽

Clinical Intervention ◽

Vocabulary Knowledge ◽

Vocabulary Intervention ◽

The Mean ◽

The Difference

Purpose Vocabulary intervention can improve comprehension of texts containing taught words, but it is unclear if all middle school readers get this benefit. This study tests 2 hypotheses about variables that predict response to vocabulary treatment on text comprehension: gains in vocabulary knowledge due to treatment and pretreatment reading comprehension scores. Method Students in Grade 6 ( N = 23) completed a 5-session intervention based on robust vocabulary instruction (RVI). Knowledge of the semantics of taught words was measured pre- and posttreatment. Participants then read 2 matched texts, 1 containing taught words (treated) and 1 not (untreated). Treated texts and taught word lists were counterbalanced across participants. The difference between text comprehension scores in treated and untreated conditions was taken as a measure of the effect of RVI on text comprehension. Results RVI resulted in significant gains in knowledge of taught words ( d RM = 2.26) and text comprehension ( d RM = 0.31). The extent of gains in vocabulary knowledge after vocabulary treatment did not predict the effect of RVI on comprehension of texts. However, untreated reading comprehension scores moderated the effect of the vocabulary treatment on text comprehension: Lower reading comprehension was associated with greater gains in text comprehension. Readers with comprehension scores below the mean experienced large gains in comprehension, but those with average/above average reading comprehension scores did not. Conclusion Vocabulary instruction had a larger effect on text comprehension for readers in Grade 6 who had lower untreated reading comprehension scores. In contrast, the amount that children learned about taught vocabulary did not predict the effect of vocabulary instruction on text comprehension. This has implications for the identification of 6th-grade students who would benefit from classroom instruction or clinical intervention targeting vocabulary knowledge.

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