Aspects of Teacher Discourse and Student Achievement in Mathematics

1977 ◽  
Vol 8 (3) ◽  
pp. 195-204
Author(s):  
Lyle R. Smith
Keyword(s):  
High School ◽  
Student Achievement ◽  
First Year ◽  
Teacher Discourse ◽  
High School Algebra ◽  
Several Variables ◽  
The Mean ◽  
Achievement In Mathematics ◽  
Algebra Class

Each of 20 high school algebra teachers taught a lesson on direct variation to one first-year algebra class. The students (N=455) had not previously been taught this topic in class. Before the lessons were taught, each teacher was given a list of lesson objectives. Immediately after each lesson, a posttest that focused on the lesson objectives was administered. The teachers were not shown the posttest before they taught their lessons. Correlations were found between the mean posttest scores for the classes and several variables pertaining to teacher discourse.

scholarly journals Die voorspelling van akademiese prestasie na die eerste universiteitsjaar

1998 ◽  
Vol 24 (1) ◽  
Author(s):  
G. K. Huysamen
Keyword(s):  
High School ◽  
Academic Performance ◽  
School Performance ◽  
First Year ◽  
The Mean ◽  
High School Performance

The prediction of academic performance after the first year at university. In agreement with findings elsewhere, the correlations of high school performance (Swedish Formula Point) and the verbal and nonverbal GSAT scores with the mean percentage marks (MPMs) gradually decreased from the first through sixth semester at university, whereas the decrease in the corresponding correlations with the cumulative mean percentage marks (CMPMs) was less pronounced. The later the semester for which either an MPM or a CMPM was used as a predictor, the higher the latter tended to correlate with the MPMs of subsequent semesters but these correlations also decreased in size over the ensuing semesters. The best predictor of the MPM of any given semester was either the MPM of the immediately preceding semester or the CMPM of all the preceding semesters. Opsomming In ooreenstemming met bevindings elders, het die korrelasies van hoërskoolprestasie (Sweedse Formulepunt) en verbale en nie-verbale ASAT-tellings met die gemiddelde persentasiepunte (GPP's) geleidelik van die eerste tot die sesde semester op Universiteit afgeneem, terwyl die afname in die ooreenstemmende korrelasies met die kumulatiewe gemiddelde persentasiepunte (KGP's) minder opvallend was. Hoe later die semester waarvan die GGP of KGP as voorspeller gebruik is, hoe hoër was dit geneig om met die GGP's van die daaropvolgende semesters te korreleer, maar die korrelasies het: eweneens met die toename in laasgenoemde semesters in grootte afgeneem. Die beste voorspeller van die GPP van enige gegewe semester was of die GPP van die pas afgelope semester, of die KGP van al die voorafgaande semesters.

Improving Performance in High School Algebra: What Students with Learning Disabilities are Saying

2005 ◽  
Vol 28 (3) ◽  
pp. 191-203 ◽  
Author(s):  
Larry J. Kortering ◽  
Laurie U. de Bettencourt ◽  
Patricia M. Braziel
Keyword(s):  
High School ◽  
Learning Disabilities ◽  
General Education ◽  
Students With Learning Disabilities ◽  
Education Students ◽  
General Education Students ◽  
High School Algebra ◽  
Algebra Class

Success in high school algebra is gaining increased importance for all students, including those identified as having learning disabilities (LD). Despite its importance, we know little about what students with and without LD say about their algebra classes. This study examined findings from a survey of 410 general education students and 46 peers with LD. The survey established data relative to the participants' favorite and least favorite classes, most difficult (and best) parts of algebra class, and ideas for helping more students to succeed. In addition, student participants reported whether selected interventions and accommodations were helpful.

Mathematical Models and Applications as an lntegral Part of a High School Algebra Class

1971 ◽  
Vol 64 (4) ◽  
pp. 293-300
Author(s):  
Max S. Bell
Keyword(s):  
High School ◽  
Mathematical Models ◽  
Classroom Setting ◽  
Existence Proof ◽  
High School Algebra ◽  
Algebra Class

The problems of implementing widely supported recommendations for change in school ptactice are formidable and not well understood. Nowhere is this better illustrated than with the recommendations, repeated since at least 1900, that we do more in schools with the uses of mathematics. This article will first give some brief background relevant to this problem and then report in some detail an effort to deal with it in a classroom setting. This effort can be considered an attempted existence proof that mathematical models and contemporary uses of mathematics can be made a useful part of a standard school course1.

Mathematics in the Junior High School: “3 × 5” Review

1958 ◽  
Vol 51 (7) ◽  
pp. 547-549
Author(s):  
Dwight W. Allen
Keyword(s):  
High School ◽  
Junior High School ◽  
Junior High ◽  
Multiple Choice ◽  
First Year ◽  
Multiple Choice Questions ◽  
Algebra Class

It was near the end of the semester. I was reviewing in first-year algebra class by putting multiple-choice questions from old examinations on the board in outline form.

Algebra and the Development of Reason

1931 ◽  
Vol 24 (5) ◽  
pp. 285-297
Author(s):  
Susanne K. Langer
Keyword(s):  
High School ◽  
Secondary School ◽  
The Other ◽  
Human Reason ◽  
High School Algebra ◽  
School Teaching ◽  
The Subject ◽  
The Mean ◽  
Points Of View

What I wish to say to you today is a general reflection on the subject of high-school algebra. As a layman both in mathematics and in secondary school teaching, I can speak only from two lay points of view—that of the pupil, which meets you at one end of your activity, and that of the philosopher, which you encounter at the other. Consequently I shall begin by talking about the futility and barren, ness of algebra, and end, I hope, by reviewing with you its importance, interess and charm. For it is a peculiarity of the subject that an uninitiate mind can usually see nothing in it but a dry, lifeless discipline, whereas the adept sees in it the apotheosis of human reason. The mean from the former outlook to the latter is your ministry.

Verbal Problems—Again!

1945 ◽  
Vol 38 (7) ◽  
pp. 319-322
Author(s):  
Josephine Wible
Keyword(s):  
High School ◽  
High School Algebra ◽  
Verbal Problem ◽  
And Algebra ◽  
Algebra Class

This article is written to suggest to other teachers of high school algebra a possible way of compromising with those ever-present students in an algebra class who maintain that it is ridiculous to be obliged to solve a verbal problem by algebra when it can be solved more quickly and easily by arithmetic. To be sure, no one can say when or where arithmetic leaves off and algebra begins; but we well know what a pupil means when he insists on the arithmetic procedure.

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