Taking the First Step with a Computer

1983 ◽  
Vol 30 (7) ◽  
pp. 34-40
Author(s):  
Linda M. Gojak
Keyword(s):  
High School ◽  
Elementary Level ◽  
School Systems ◽  
Mathematics Courses

Several years ago. if a computer was available in a chool district. it was located at the high school—only to be used by students taking upperlevel mathematics courses. With advances in technology, the microcomputer i now affordable to most school systems. The added status of having microcomputers at the elementary level has led many administrators to purchase such unit for their schools. What better way to impres the voting public!

Describing Reasoning in Early Elementary School Mathematics

2002 ◽  
Vol 9 (4) ◽  
pp. 234-237
Author(s):  
David A. Reid
Keyword(s):  
High School ◽  
Mathematical Reasoning ◽  
Learning Activities ◽  
Elementary Level ◽  
Early Elementary ◽  
Mathematics Courses ◽  
Elementary School Mathematics ◽  
University Mathematics ◽  
Early Elementary School ◽  
Explicit Discussion

NCTM's Standards documents (1989, 2000) call for increased attention to the development of mathematical reasoning at all levels. In order to accomplish this, teachers need to be attentive to their students' reasoning and aware of the kinds of reasoning that they observe. For teachers at the early elementary level, this may pose a challenge. Whatever explicit discussion of mathematical reasoning they might have encountered in high school and university mathematics courses could have occurred some time ago and is unlikely to have included the reasoning of children. The main intent of this article is to give teachers examples of ways to reason mathematically so that they can recognize these kinds of reasoning in their own students. This knowledge can be beneficial both in evaluating students' reasoning and in evaluating learning activities for their usefulness in fostering reasoning.

Exploring the Feasibility of Dual-Credit Mathematics Courses in High School via a Web-Enhanced, Blended Model

2011 ◽  
Vol 60 (1) ◽  
pp. 43-60 ◽  
Author(s):  
Laura J. Pyzdrowski ◽  
Melanie B. Butler ◽  
Vennessa L. Walker ◽  
Anthony S. Pyzdrowski ◽  
Michael E. Mays
Keyword(s):  
High School ◽  
Dual Credit ◽  
Mathematics Courses

Student Performance in Mathematics: Should we be Concerned?

2018 ◽  
Vol 9 (1) ◽  
pp. 59-72
Author(s):  
Mary C. Enderson ◽  
Manveer Mann
Keyword(s):  
High School ◽  
Mathematics Achievement ◽  
Student Performance ◽  
Mathematical Tasks ◽  
College Level ◽  
Act Scores ◽  
Mathematics Courses ◽  
Course Grades ◽  
And Mathematics ◽  
Interdisciplinary Study

This article describes how for many college students the transition to college-level mathematics courses presents new challenges beyond those that were part of the high school experience. In this interdisciplinary study forty-four non-mathematics and non-science majors, enrolled in a retail-buying course, were studied to examine student confidence in performing applied mathematical tasks, mathematics achievement in college, and the relationship between predictors of college success (mathematics studied in high school, SAT/ACT scores, and mathematics courses taken in college). Measurements used for the study included a subset of items from the Mathematics Self-Efficacy Scale (MSES) on a 5-point Likert-type scale, course grades, number of years studying mathematics in high school and number of mathematics courses in college. Findings indicate that mathematics courses taken in college increased confidence in working mathematical tasks and were significant predictors of achievement in the retail course. In addition, SAT/ACT scores also were critical to the overall mathematics achievement.

Gendered Perceptions of Talent and Planned Participation in Mathematics

1994 ◽  
Vol 3 (3) ◽  
pp. 43-50 ◽  
Author(s):  
Helen Watt ◽  
Laurel Bornholt
Keyword(s):  
High School ◽  
Middle Class ◽  
Metropolitan Area ◽  
Teacher Educators ◽  
Government Schools ◽  
Actual Performance ◽  
Mathematics Courses ◽  
School Certificate ◽  
Mathematics Test ◽  
Determining Factor

An investigation of students’ perceptions of talent in relation to mathematics showed that gender stereotyped perceptions of talent were a determining factor in their planned mathematics courses in senior high school. Furthermore perception of talent affected students’ intended careers which also revealed gender imbalances in participation according to the level of mathematics required, as rated by six senior teacher educators from two universities in Sydney. The Year 10 students in Advanced and Intermediate courses were from coeducational government schools in an upper middle-class metropolitan area of Sydney. Actual performance on a standardised mathematics test was used to measure students’ achievement, and perception of talent and predicted mathematics participation were ascertained through use of a questionnaire. Despite similar performance on the test, boys perceived themselves as more talented than girls, and also planned to participate in the higher levels of mathematics more than girls, both in the Higher School Certificate and their intended career.

New Devices Elucidate Arithmetic

1960 ◽  
Vol 7 (6) ◽  
pp. 296-301
Author(s):  
Milton W. Beckmann
Keyword(s):  
High School ◽  
Elementary School ◽  
Graduate School ◽  
Young Person ◽  
Elementary Level ◽  
National Defense ◽  
Federal Aid ◽  
Public And Private ◽  
Level Of Education ◽  
New Devices

The national defense eoucation act of 1958, briefly referred to as NDEA, authorized something over one billion dollars in Federal aid over a four-year period. “In the swinging sweep of its 10 titles it touches—and returns to touch again—every level of education, public and private, from the elementary school through the graduate school. Its billion dollars, though authorized for a dozen separate programs, have been authorized for a single purpose-that every young person, from the day he first enters school, should have an opportunity to develop his gifts to the fullest.”1 It is quite clear that Congress recognized how exceedingly important is superior instruction at the elementary level as well as in high school and college. The Act concerns itself with the finding and encouraging of talent, the improving of teaching, and with the furthering of knowledge itself. This Act includes the instructor of arithmetic.

Zero and Infinity

1958 ◽  
Vol 5 (5) ◽  
pp. 270
Author(s):  
Raymond C. Pfreim
Keyword(s):  
High School ◽  
Junior High School ◽  
Junior High ◽  
Great Difficulty ◽  
Point Of View ◽  
Common Belief ◽  
Mathematics Courses

Zero, for most youngsters, has but one meaning. To them zero means “nothing.” Phrases such as “five to nothing” heard at the ball park to indicate a score of 5 runs to 0 runs helps to substa ntiate this common belief. In subtracting six apples from six apples, one is naturally led to believe that the answer zero means that nothing is left. Although this reasoning is correct in as far as we have gone, it is not entirely without fault. A student entering junior high school must learn that the concept of zero has a broader meaning. If a student does not learn to accept a broad point of view, he will experience great difficulty in future mathematics courses.

The Influence on Mathematics Test Scores, by Ethnicity and Sex, of Prior Achievement and High School Mathematics Courses

1987 ◽  
Vol 18 (3) ◽  
pp. 180-186
Author(s):  
Lyle V. Jones
Keyword(s):  
High School ◽  
Test Scores ◽  
National Sample ◽  
Expected Improvement ◽  
White Female ◽  
Advanced Mathematics ◽  
Senior Year ◽  
Mathematics Courses ◽  
Mathematics Test ◽  
Student Socioeconomic Status

Data from a national sample of high school sophomores in 1980 from the High School and Beyond project show that senior-year mathematics test scores are highly dependent on the number of courses taken in mathematics, Algebra I or above. Within each level of course taking, senior test scores are predicted reasonably well from student socioeconomic status, sophomore-year verbal test scores, and sophomore-year mathematics test scores. The results support the theses that (a) whether black or white, female or male, sophomore students with similar levels of mathematics achievement may be expected to experience similar levels of improvement by taking additional mathematics courses and (b) the expected improvement is elevated for students with four or more credits of advanced mathematics or with three credits that include calculus.

A Report on a Diagnostic Testing Program at Purdue University: The Number Technique Ability of Students in Beginning Courses in Mathematics

1940 ◽  
Vol 33 (7) ◽  
pp. 321-324
Author(s):  
M. W. Keller ◽  
D. R. Shreve ◽  
H. H. Remmers
Keyword(s):  
High School ◽  
Diagnostic Testing ◽  
Mathematics Courses ◽  
Testing Program ◽  
College Teacher ◽  
Course Work ◽  
Purdue University ◽  
Freshman Mathematics

It is desirable that the college teacher know what numerical manipulations his students can do when they enter freshman mathematics courses so that he will be able to remedy the more glaring deficiencies as the course work proceeds, in order that the students may not be handicapped throughout the course, or even sometimes fail as a consequence of their disabilities. The high school and grade teachers are also interested in knowing what manipulative ability the students have retained so that they may increase the emphasis on those topics which students in general seem to forget, or have not mastered sufficiently well.

A new responsibility of teacher education programs

1954 ◽  
Vol 47 (2) ◽  
pp. 66-70
Author(s):  
Lee Emerson Boyer
Keyword(s):  
High School ◽  
Teacher Education ◽  
State Level ◽  
The State ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Mathematics Courses ◽  
The Past

During the past decade widespread revision of mathematics courses of study on the state level has taken place. One outstanding characteristic of these revisions, taken as a whole, is that in their attempt to correct educational ills of many years’ standing they suggest flexible mathematics programs for all high school pupils throughout their stay in high school. These programs are varied and planned to meet the needs of various types of pupils.

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