Building a High School Math Research Curriculum

2017 ◽  
Vol 111 (1) ◽  
pp. 34-39 ◽  
Author(s):  
Robert Gerver ◽  
Lauren Santucci ◽  
Hanah Leventhal
Keyword(s):  
High School ◽  
Mathematics Teacher ◽  
Technical Writing ◽  
High School Math ◽  
Research Curriculum

Past issues of Mathematics Teacher provide the resources for a course that allows students to stretch mathematically into the areas of research and technical writing.

Data Do Not Drive Themselves

2018 ◽  
Vol 111 (7) ◽  
pp. 535-539 ◽  
Author(s):  
Rob Wieman
Keyword(s):  
High School ◽  
Mathematics Teacher ◽  
Assistant Principal ◽  
Data Driven ◽  
Student Work ◽  
Data Driven Instruction ◽  
Math Teachers ◽  
High School Math ◽  
Common Assessments ◽  
Improve Instruction

Several years ago, I was working with a group of high school math teachers. Their assistant principal was impressed with their practice of sharing data from common assessments, assuming that they used these data to drive instruction. However, when I asked the teachers which data they used when teaching, they said that student work and questions during class were much more valuable. Apparently, people may interpret “data-driven instruction” differently. As a mathematics teacher, what data can you collect, and how can you use those data to improve instruction?

Call for Manuscripts: Entry-Level High School Math Courses: Maximizing Learning for ALL: May 2009

2009 ◽  
Vol 102 (9) ◽  
pp. 697
Keyword(s):  
High School ◽  
Mathematics Teacher ◽  
Teaching Mathematics ◽  
Entry Level ◽  
High School Math ◽  
Learning Mathematics

The Mathematics Teacher is eager to publish articles about teaching mathematics at the entry level. These courses are critical to fostering students' pursuit of and love for learning mathematics through the high school years and beyond.

scholarly journals Is there a Causal Effect of High School Math on Labor Market Outcomes?

2009 ◽  
Vol 44 (1) ◽  
pp. 171-198 ◽  
Author(s):  
Juanna Schrøter Joensen ◽  
Helena Skyt Nielsen
Keyword(s):  
High School ◽  
Labor Market ◽  
Causal Effect ◽  
Labor Market Outcomes ◽  
Market Outcomes ◽  
High School Math

scholarly journals Some Factors that Affecting the Performance of Mathematics Teachers in Junior High School in Medan

2016 ◽  
Vol 9 (4) ◽  
pp. 165 ◽  
Author(s):  
Martua Manullang ◽  
Waminton Rajagukguk
Keyword(s):  
High School ◽  
Decision Making ◽  
Organizational Commitment ◽  
Achievement Motivation ◽  
Clinical Supervision ◽  
Junior High School ◽  
Mathematics Teacher ◽  
Junior High ◽  
Organizational Knowledge ◽  
Good Communication

<p class="apa">Some Factor’s That Affecting The Mathematic Teacher Performance For Junior High School In Medan. This research will examine the effect of direct and indirect of the Organizational Knowledge towards the achievement motivation, decision making, organizational commitment, the performance of mathematics teacher. The research method is a method of surveying the number of respondents as many as 102 teachers of mathematics taken by stratified proportional random sampling. The research found there is a direct influence of organizational knowledge on achievement motivation, decision making, organizational commitment and the performance of math teacher respectively 16.3%, 13.1%, 12.2% and 4.54%. Achievement motivation, decision making, and organizational commitment have directly effects on the performance of mathematics teacher. The magnitude of changes in performance that can directly determine organizational knowledge, achievement motivation, decision-making and organizational commitment respectively are 10.24%, 12.32%, 3.42% and 2.92%. To teachers of mathematics, in order to improve the understanding of the knowledge of the organization, increase achievement motivation through desire superior achievement and improvement of organizational commitment. For heads and school inspectors, need to improve clinical supervision and foster good communication increases the openness and good cooperation with teachers of mathematics, and for the head of the city education field, is expected to give a briefing and training for teachers, race through the efforts competitions drafting paper development learning mathematics.</p>

scholarly journals Introducing High School Students to Engineering Fundamentals by Four Weeks Engineering Innovation Summer Program

2019 ◽  
Author(s):  
Pawan Tyagi ◽  
Christine Newman
Keyword(s):  
High School ◽  
High School Students ◽  
Problem Solving ◽  
Chemical Engineering ◽  
Technical Writing ◽  
School Science ◽  
High School Science ◽  
School Students ◽  
Problem Solving Skills ◽  
High School Science Teacher

Preparing high school students for engineering disciplines is crucial for sustainable scientific and technological developments in the USA. This paper discusses a pre-college program, which not only exposes students to various engineering disciplines but also enables them to consider engineering as the profession. The four-week long &ldquo;Engineering Innovation (EI)&rdquo; course is offered every year to high school students by the center of outreach, Johns Hopkins University. EI program is designed to develop problem-solving skills through extensive hands-on engineering experiments. A team consisting of an instructor, generally a PhD in Engineering, and a teaching fellow, generally a high school science teacher, closely work with students to pedagogically inculcate basics of core engineering disciplines such as civil, mechanical, electrical, materials, and chemical engineering. EI values independent problem-solving skills and simultaneously promote the team spirit among students. A number of crucial engineering aspects such as professional ethics, communications, technical writing, and understanding of common engineering principles are inculcated among high school students via well-designed individual and group activities. This paper discusses the model of EI program and its impact on students learning and their preparation for the engineering career.

scholarly journals A MATEMÁTICA NO PÔQUER: EXPLORANDO PROBLEMAS DE PROBABILIDADE

2015 ◽  
Vol 37 ◽  
pp. 265
Author(s):  
Seldomar Jeske Ehlert ◽  
Leandro Sebben Bellicanta
Keyword(s):  
High School ◽  
Learning Activities ◽  
Poker Game ◽  
High School Math

http://dx.doi.org/10.5902/2179460X14609This work proposes the use of the poker game as motivation for the study of probability in high school math classes. Along with the basic rules of the Texas Hold’em poker game, a sequence of learning activities involving specific game situations that seek to develop in students the techniques of combinatorics and skills in calculating probabilities of equally likely events is presented.

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