One point of view: Change and Changelessness

1980 ◽  
Vol 27 (9) ◽  
pp. 4-5
Author(s):  
Lola June May
Keyword(s):  
Junior High School ◽  
Elementary Mathematics ◽  
Mathematics Curriculum ◽  
Point Of View ◽  
High School Mathematics ◽  
The Past ◽  
The Difference ◽  
Inverse Operation ◽  
View Change ◽  
Made In

Some of the changes made in the elementary and junior high school mathematics curriculum during the past twenty years have been good. Subtraction is presented as the inverse operation of addition. The words subtrahend and minuend are seldom used anymore. The words addends and sum are used for the numbers both in addition and in subtraction. It is hard to find anyone who wants to go back to teaching children the difference between a minuend and subtrahend and how to spell the words. Instead of being pure memory of isolated facts and operations, elementary mathematics has begun to evoke a friendly feeling for numbers. For example, by naming different ways to make the number five (3 + 2, 7 − 2, 5 + 0, and so on), young children get a feeling for five. They see that they can manipulate counters and write many names for a number. This type of teaching makes the number five come alive; it is not just the answer to some isolated facts.

Using research in teaching: Notes from National Assessment: addition and multiplication with fractions

1976 ◽  
Vol 23 (2) ◽  
pp. 137-142
Author(s):  
Thomas P. Carpenter ◽  
Terrence G. Coburn ◽  
Robert E. Reys ◽  
James W. Wilson
Keyword(s):  
High School ◽  
Junior High School ◽  
Mathematics Curriculum ◽  
Junior High ◽  
Point Of View ◽  
School Mathematics ◽  
Upper Elementary ◽  
High School Mathematics ◽  
National Assessment ◽  
Mathematics Program

Development of computational skills with fractions has long been a part of the upper elementary and junior high school mathematics program. Current movements toward metrication have led some individuals to suggest that decimals will receive more attention in the mathematics curriculum with a corresponding de-emphasis on fractions. The suggestion may find an increased number of supporters, as recurring evidence indicates that pupil performance with fractions is discouragingly low. An alternative point of view is that although metrication may somewhat alter work with fractions, their importance within the structure of mathematics and to applications justifies their continued emphasis in the curriculum.

The prevalence of ethnocentric tendencies in Bangladesh

2015 ◽  
Vol 9 (1) ◽  
pp. 1-16 ◽  
Author(s):  
Tamgid Ahmed Chowdhury
Keyword(s):  
Developed Countries ◽  
Consumer Products ◽  
Point Of View ◽  
Potential Threat ◽  
Content Type ◽  
Positive Attitudes ◽  
Rigorous Study ◽  
The Difference ◽  
The Developed Countries ◽  
Made In

Purpose – This paper aims to argue that the traditional belief that “consumer ethnocentrism is a phenomenon of the developed countries only” is no longer true. To establish this argument, our study assesses the applicability of the Consumer Ethnocentric Tendencies Scale (CETSCALE) in Bangladesh by judging the unidimensionality feature of the same. Design/methodology/approach – The methodology is based on sample of 788 respondents collected from 27 border and non-border districts of Bangladesh. Findings – Statistically significant results show that for the consumers of border and non-border districts, the original CETSCALE is, to a great extent, applicable as those groups have shown positive attitudes in retaining 12-14 items out of the 17 items of the original scale. However, the groups and the respondents as a whole did not agree with the unidimensionality feature of the CETSCALE. Practical implications – The results of the study show that Bangladeshi consumers prefer to see “Made in Bangladesh” tags when buying consumer products – a significant potential threat that the multinational companies need to address while planning to expand business in Bangladesh. Originality/value – This type of rigorous study on Bangladesh has never been done before. Moreover, the study identifies the difference in ethnocentric behavior of the consumers living in border and non-border areas – a study of ethnocentrism from a different point of view.

One Point of View: Let the Learning Disabled Learn

1986 ◽  
Vol 33 (5) ◽  
pp. 2
Author(s):  
Nancy Bley
Keyword(s):  
Learning Disabilities ◽  
Learning Disabled ◽  
Point Of View ◽  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
Teacher Education Programs ◽  
Students With Special Needs ◽  
The Past ◽  
Assisted Instruction ◽  
Made In

The past ten or fifteen years have produced numerous changes in the field of education, particularly in mathematic. Many advances have been made in teacher education programs, in the use of mechanical aids, and particularly in the area of computers and computer-assisted instruction. At the same time awarenes has increased of the need to deal more effectively with students with special needs, or those more commonly described as having learning disabilities.

An Analysis of Some of Piaget's Topological Tasks from a Mathematical Point of View

1976 ◽  
Vol 7 (1) ◽  
pp. 8-24
Author(s):  
J. Larry Martin
Keyword(s):  
Mathematics Curriculum ◽  
Point Of View ◽  
Analytic Geometry ◽  
Real Numbers ◽  
The Real ◽  
Mathematics Educators ◽  
Structural Nature ◽  
Nature Of Mathematics ◽  
Transformation Geometry ◽  
Made In

During the 1950s and '60s, sweeping changes were made in the mathematics curriculum that were largely due to fundamental changes that had occurred in mathematics. Among these changes was a trend toward emphasizing the structural nature of mathematics. However, changes in the content of geometry represented more of a tentative groping than did changes in content dealing with the real numbers. Many approaches to geometry were proposed, such as those of transformation geometry, synthetic geometry, analytic geometry. and vector geometry. Although agreement was not reached as to approach nor indeed even as to the purpose of geometry in the curriculum, mathematics educators did agree that more geometry should be included and included much earlier than was done traditionally.

Mathematics in the Junior High School: Mathematical contributions to the needs of youth

1958 ◽  
Vol 51 (8) ◽  
pp. 609-612
Author(s):  
Chester Scott
Keyword(s):  
High School ◽  
Junior High School ◽  
Mathematics Curriculum ◽  
Junior High ◽  
School Mathematics ◽  
High School Mathematics ◽  
Proper Functions ◽  
School Mathematics Curriculum

In examining the organized efforts to bring the junior high school mathematics curriculum into focus with its proper functions, two movements become apparent: the administrative reorganization which created the junior high school, and the attempts to redirect the objectives of junior high mathematics.

Building the Mathematics and Literature Connection through Children's Responses

2004 ◽  
Vol 10 (6) ◽  
pp. 328-333
Author(s):  
Jeffrey C. Shih ◽  
Cyndi Giorgis
Keyword(s):  
Elementary Mathematics ◽  
Mathematics Curriculum ◽  
School Mathematics ◽  
The Past ◽  
And Mathematics

The Connections Standard in Principles and Standards for School Mathematics makes the significant observation that “the opportunity for students to experience mathematics in a context is important” (NCTM 2000, p. 66). Literature provides such a contextual base by embedding the meaning of the mathematics in situations to which children can relate. In this regard, the use of literature in the elementary mathematics curriculum has steadily increased over the past few years. The publication of books that specifically feature mathematics, as well as a deeper understanding by teachers of how to integrate literature and mathematics topics, has aided this increase. This article builds on the premise that educators want children to recognize and respond to the mathematics that may be evident or embedded in literature.

A contrastive look at the present perfect/preterite opposition in English and Norwegian

2001 ◽  
Vol 3 (1) ◽  
pp. 3-40 ◽  
Author(s):  
Johan Elsness
Keyword(s):  
Zero Point ◽  
Time Span ◽  
Point Of View ◽  
Present Perfect ◽  
Parallel Corpus ◽  
Source Language ◽  
Past Time ◽  
The Past ◽  
Verb Forms ◽  
The Difference

This article deals with the opposition between the present perfect and the preterite in English and Norwegian from a contrastive point of view. The use of these verb forms is very similar in the two languages, and markedly different from that in closely related languages such as German and French, where the present perfect is used much more widely. In English and Norwegian the preterite is the norm if the reference is identified as being to past time which is clearly separate from the deictic zero-point, for instance through adverbial specification, while the present perfect is used of situations extending from the past all the way up to the deictic zero-point, and of situations located within such a time span. In many intermediate cases, where the reference is to a loosely defined past time, either verb form may be used in both languages, although several writers have claimed that the present perfect is more common in Norwegian than in English in such cases. The difference between the two languages is more distinct if the reference is to what can be seen as unique past time, in which case the present perfect is usually blocked in English but very common in Norwegian. Also, the so-called inferential perfect in Norwegian is not matched by any similar perfect use in English. These claims are amply confirmed by an investigation of the English–Norwegian Parallel Corpus (ENPC), where the present perfect is more frequent in the Norwegian as compared with the English sections, at the expense of the preterite. Moreover, there is found to be a marked difference between the original and the translated texts of the ENPC: the ratio between the present perfect and the preterite is generally higher in Norwegian than in English but not quite so high in Norwegian texts translated from English as in Norwegian original texts, and somewhat higher in English texts translated from Norwegian than in English original texts. This difference is ascribed to interference from the source language in the translated texts.

scholarly journals Review and Reflection on the Research of Mathematics Problems in Junior High School

2020 ◽  
Vol 4 (6) ◽  
Author(s):  
Kai Li
Keyword(s):  
High School ◽  
Junior High School ◽  
Junior High ◽  
Teaching Method ◽  
High School Mathematics ◽  
Research Topics ◽  
Research Results ◽  
The Past ◽  
Mathematics Problems ◽  
Master's Thesis

The problem of mathematics is an important teaching method of students' core qualities cultivation. Statistics and analysis of The master's thesis related to "junior high school mathematics" and "problem posing" in the past ten years were counted and analyzed from chronological distribution, institutional distribution and research topics and other dimensions. The research results: ignorance of domestic research on the textbook content; formalization of problem raising under the the guidance of theory; the opposite direction of demonstration and qualitative research; fuzzy and superficial results and countermeasures of research. Research reflection: broaden thoughts of the field, attach importance to the study of textbook content, and enhance the expression of the teacher’s question raising; deepen the guiding ideas, reiterate the theory to guide the practice, reflect the complement of the theoretical practice; be rigorous about thoughts, attach importance to empirical and quantitive combination, improve scientific and appropriate research methods;  develop the logical thinking, focus on the study of results and countermeasures, and manifest the value of research results.

scholarly journals Osteoarthritis, osteoarthrosis and osteoarthropathy: What is the difference?

2021 ◽  
Vol 2 (1) ◽  
pp. 25-32
Author(s):  
Danilo Jeremić ◽  
Boris Gluščević ◽  
Stanislav Rajković ◽  
Želimir Jovanović ◽  
Branislav Krivokapić
Keyword(s):  
Rheumatoid Arthritis ◽  
Clinical Presentation ◽  
Joint Disease ◽  
Joint Diseases ◽  
Significant Progress ◽  
Inflammatory Joint Diseases ◽  
The Past ◽  
Inflammatory Arthropathy ◽  
The Difference ◽  
Made In

Osteoarthritis, osteoarthrosis, and osteoarthropathy are diseases that doctors encounter daily in their practice. The use of all three terms is customary, often without a clear justification as to why a particular term is used for a particular case. In the past several decades, doctors mainly differentiated among these diseases based on clinical presentation and radiography. In the past several years, however, significant progress has been made in the field of biochemical, immunological, and cytohistological research, which has provided explanations for the pathogenesis of these conditions, enabled defining differences amongst them and facilitated the use of appropriate terms for each one of these diseases. The term arthritis (osteoarthritis) should be used exclusively for primarily inflammatory joint diseases-rheumatoid arthritis, juvenile arthritis, reactive arthritis (Reiter's syndrome). If the etiology is infectious, this must also be emphasized-septic (purulent) arthritis, tuberculous arthritis. Arthrosis (osteoarthrosis) relates to changes in the joints occurring due to pathological processes within the joint itself, but which, in their basis, are not inflammatory. Arthropathy is a term for joint disease stemming from another diseased organ or system of organs.

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