scholarly journals Using Determinants for Determining Extreme Values of a Function of One Variable, Two Variables and Three Variables

2021 ◽  
Vol 07 (12) ◽  
Author(s):  
Pham Ngoc Thinh ◽  
Keyword(s):  
High School ◽  
High School Students ◽  
Differentiable Function ◽  
Extreme Values ◽  
Sufficient Conditions ◽  
Difficult Problem ◽  
School Students ◽  
High School Math ◽  
Differentiable Functions ◽  
Necessary And Sufficient

Finding the maximum and minimum values of a function is essential in high school math. However, Vietnamese high school students have only been taught how to find the extreme values of a function of 1 variable. Seeing the extreme values of a function of 2 and 3 variables is a difficult problem for students. Using the determinants, our aim in this paper is to show the necessary and sufficient conditions for a continuous and differentiable function (1 variable, two variables, and three variables) to reach its maximum over a specified domain. Furthermore, our method can be used to find the extremes of n-variable differentiable functions.

scholarly journals PROSES PEMECAHAN MASALAH MATEMATIKA SISWA SMA BERDASARKAN KECERDASAN MAJEMUK

2020 ◽  
Vol 3 (2) ◽  
pp. 123-144
Author(s):  
Suhartini Sumadi ◽  
Teguh Yuliandri Putra ◽  
Heny Sri Astutik
Keyword(s):  
High School ◽  
High School Students ◽  
Problem Solving ◽  
Multiple Intelligences ◽  
Multiple Intelligence ◽  
Research Subjects ◽  
School Students ◽  
Science Olympiad ◽  
High School Math ◽  
Problem Solving Process

This study aims to analyze the mathematics problem-solving process of high school students based on multiple intelligences. In research, multiple intelligence is divided into dominant linguistic intelligence, interpersonal and kinesthetic intelligence, dominant musical intelligence, logical-mathematical and naturalistic, existential, intrapersonal, and visual dominant intelligence. The type of research used in this research is descriptive exploratory, and the approach used is qualitative and quantitative approaches. Determination of research subjects was carried out using purposive sampling based on multiple intelligences, to obtain 3 high school students of class X as research subjects. The research instrument used was a multiple intelligence test and two problem-solving tests adopted from the American High School Math Exam (AHSME) Problems and the Provincial High School Mathematics National Science Olympiad questions. The data obtained were analyzed, utilizing data reduction. The research results show that students with multiple different intelligence bits have different ways of solving them, but there are also similarities in solving problems.

Does an Extra Year Make Any Difference? The Impact of Early Access to Algebra on Long-Term Gains in Mathematics Attainment

1996 ◽  
Vol 18 (2) ◽  
pp. 141-153 ◽  
Author(s):  
Julia B. Smith
Keyword(s):  
High School ◽  
High School Students ◽  
Advanced Mathematics ◽  
Curriculum Policy ◽  
School Students ◽  
High School Math ◽  
Early Access ◽  
Nationally Representative ◽  
The Impact

This study investigates the lasting impact of taking algebra before high school on students ‘subsequent mathematics attainment in high school. Using a nationally representative sample of high school students, I explore the effects of early access to algebra on students’ access to advanced mathematics courses and subsequent high school math achievement. Results demonstrate that early access to algebra has an effect beyond simple increased knowledge measures and, in fact, may “socialize” a student into taking more mathematics, regulating access both to advanced coursework and increased achievement in high school. Implications for broader curriculum policy changes concerning early access to algebra are discussed.

scholarly journals Strategies for Remediating Anxiety in High School Math

2017 ◽  
Author(s):  
Rachel Pizzie ◽  
David Kraemer
Keyword(s):  
High School ◽  
Emotion Regulation ◽  
High School Students ◽  
Test Anxiety ◽  
Study Skills ◽  
Math Anxiety ◽  
School Students ◽  
Performance Deficits ◽  
High School Math ◽  
Two Samples

Anxiety associated with academic tasks, including test anxiety and math anxiety, creates significant impediments for students to fulfill their potential in classes such as mathematics. Test anxiety has been characterized by intrusive and distracting thoughts, and is also associated with maladaptive study skills, such as procrastination. To combat these behaviors, we introduced two interventions into two samples of high school math classrooms: one intervention focused on regulating anxiety using cognitive reappraisal, and the other encouraged students to improve their study habits. Students in the study skills (SS) intervention increased their grades during the intervention quarter, whereas students in the emotion regulation (ER) intervention were unaffected by the intervention. Across two samples of high school students, the SS intervention encouraged even the most anxious students to incorporate self-testing and overcome avoidant behaviors, ameliorating the performance deficits associated with increased anxiety. Notably, the SS intervention was most effective for students who habitually engaged in emotion regulation strategies. This strategy results in better performance, allowing students who are challenged by feelings of anxiety to reach their potential.

Articulatory Intervention for the Visually Impaired

1979 ◽  
Vol 10 (3) ◽  
pp. 139-144
Author(s):  
Cheri L. Florance ◽  
Judith O’Keefe
Keyword(s):  
High School ◽  
High School Students ◽  
Behavior Change ◽  
Visually Impaired ◽  
School Students ◽  
Handicapped Children ◽  
Paired Stimuli ◽  
Visually Handicapped ◽  
Parent Program

A modification of the Paired-Stimuli Parent Program (Florance, 1977) was adapted for the treatment of articulatory errors of visually handicapped children. Blind high school students served as clinical aides. A discussion of treatment methodology, and the results of administrating the program to 32 children, including a two-year follow-up evaluation to measure permanence of behavior change, is presented.

A Triarchic Analysis of an Aptitude-Treatment Interaction

1999 ◽  
Vol 15 (1) ◽  
pp. 3-13 ◽  
Author(s):  
Robert J. Sternberg ◽  
Elena L. Grigorenko ◽  
Michel Ferrari ◽  
Pamela Clinkenbeard
Keyword(s):  
High School ◽  
High School Students ◽  
Introductory Psychology ◽  
College Level ◽  
School Students ◽  
Treatment Interaction ◽  
Aptitude Treatment Interaction ◽  
Psychology Course

Summary: This article describes a triarchic analysis of an aptitude-treatment interaction in a college-level introductory-psychology course given to selected high-school students. Of the 326 total participants, 199 were selected to be high in analytical, creative, or practical abilities, or in all three abilities, or in none of the three abilities. The selected students were placed in a course that either well matched or did not match their pattern of analytical, creative, and practical abilities. All students were assessed for memory, analytical, creative, and practical achievement. The data showed an aptitude-treatment interaction between students' varied ability patterns and the match or mismatch of these abilities to the different instructional groups.

Identity Exploration and Commitment of Albanian Youth as a Function of Social Opportunity Structure

2006 ◽  
Vol 11 (4) ◽  
pp. 268-276 ◽  
Author(s):  
Aida Orgocka ◽  
Jasna Jovanovic
Keyword(s):  
High School ◽  
High School Students ◽  
Identity Development ◽  
Youth Development ◽  
Female Students ◽  
Male Students ◽  
Opportunity Structure ◽  
School Students ◽  
Identity Exploration

This study examined how social opportunity structure influences identity exploration and commitment of Albanian high school students. A total of 258 students completed a questionnaire that gauged their identity exploration and commitment in three domains: education, occupation, and family. ANOVA results indicated that, overall, students scored highest in exploration in the domain of education and in commitment in the domain of family. Students' exploration and commitment were linked to gender. Albanian female students scored higher than male students in exploration and commitment regarding education and family. Perceived work opportunities in Albania or abroad also significantly moderated participants' exploration in the domain of education and were associated with commitment in education and occupation. As one of the first studies to explore Albanian youth's identity development in relation to social opportunity structure, findings are discussed in light of furthering the field of Albanian adolescent and youth development.

Mobilizing for Some

2016 ◽  
Vol 28 (3) ◽  
pp. 123-135 ◽  
Author(s):  
Raffael Heiss ◽  
Jörg Matthes
Keyword(s):  
High School ◽  
Social Media ◽  
High School Students ◽  
Experimental Design ◽  
Collective Efficacy ◽  
Political Efficacy ◽  
Negative Effects ◽  
School Students ◽  
Positive Effects ◽  
Specific Factors

Abstract. This study investigated the effects of politicians’ nonparticipatory and participatory Facebook posts on young people’s political efficacy – a key determinant of political participation. We employed an experimental design, using a sample of N = 125 high school students (15–20 years). Participants either saw a Facebook profile with no posts (control condition), nonparticipatory posts, or participatory posts. While nonparticipatory posts did not affect participants’ political efficacy, participatory posts exerted distinct effects. For those high in trait evaluations of the politician presented in the stimulus material or low in political cynicism, we found significant positive effects on external and collective efficacy. By contrast, for those low in trait evaluations or high in cynicism, we found significant negative effects on external and collective efficacy. We did not find any effects on internal efficacy. The importance of content-specific factors and individual predispositions in assessing the influence of social media use on participation is discussed.

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