scholarly journals UMA SOLUÇÃO PARA O PROBLEMA DE FLÁVIO JOSEFO

2015 ◽  
Vol 37 ◽  
pp. 525
Author(s):  
Márcia Erondina Souza da Silva ◽  
Luciane Gobbi Tonet
Keyword(s):  
High School ◽  
High School Students ◽  
Recurrence Relations ◽  
Mathematical Induction ◽  
School Students ◽  
Special Cases ◽  
Geometric Progressions ◽  
Principle Of Mathematical Induction

http://dx.doi.org/10.5902/2179460X14613In this paper, we present a didactic sequence of activities designed for a group of high school students, aged 15-18 years. Our main objective is to study a problem proposed by the mathematician Josephus, around the year 64. Initially, we review some content like numerical sequences, including the special cases of the Arithmetic and Geometric Progressions. Then, we introduce some notions about Recurrence Relations and the Principle of Mathematical Induction, allowing the generalization of some concepts and results which are already known intuitively by the group of students. This article is part of the dissertation entitled A Proposed Approach to Josephus Problem Applied to High School prepared by the student Erondina Marcia D. S. da Silva under the guidance of the Professor Dr. Gobbi Luciane Tonet.

Tips for Beginners: Teaching inductive proofs indirectly

1963 ◽  
Vol 56 (8) ◽  
pp. 643-644
Author(s):  
Warren E. Shreve
Keyword(s):  
High School ◽  
High School Students ◽  
Mathematical Induction ◽  
The Other ◽  
School Students ◽  
Inductive Proof

In a presentation of mathematical induction many high school students do not grasp the inductive concept readily. Further, aligned dominoes or toy soldiers do not always put the idea of mathematical induction within their reach. Presented here are two examples which give different methods of making an inductive proof, one directly and the other indirectly.

scholarly journals Incorporating Learning Styles to Motivate High School Students in Reading

K ta Kita ◽  
2018 ◽  
Vol 6 (2) ◽  
pp. 193-204
Author(s):  
Yokhebeth Yokhebeth
Keyword(s):  
High School ◽  
High School Students ◽  
Learning Styles ◽  
Learning Style ◽  
Reading Scores ◽  
School Students ◽  
Personal Learning ◽  
Low Level ◽  
Special Cases ◽  
Different Levels

In the high school where this research was done, the biggest problem for the students, when it comes to English tests, is the reading section. Because they do not like reading, their reading scores are low. Reflecting to this fact, the idea of learning styles was applied in the reading class to help the students like reading so that they understand the text better. This research used mainly the idea of Visual Auditory and Kinesthetic learning styles suggested by Neil Fleming in 1992. The research was done in a class of forty students with different levels of English proficiency. There were three sessions in which each session had different learning styles applied to the activities. The result of this research was as expected with some exceptions. Both the ones who have high and low level of English understand the reading texts better when the learning styles applied match with theirs. However, there were also special cases in which students got their highest scores in the sessions that did not match with their personal learning styles. One of the possibilities on why these special cases occurred is the possible existence of the secondary learning styles. Neil Fleming mentioned in one of his journals that it is possible for these learning styles to overlap - one person can have more than one learning style with one style as the dominant learning style

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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