Linear and Quadratic Change: A Problem from Japan

2006 ◽  
Vol 100 (3) ◽  
pp. 206-212
Author(s):  
Blake E. Peterson
Keyword(s):  
High School ◽  
Student Teachers ◽  
Student Teaching ◽  
Junior High School ◽  
Junior High ◽  
Experienced Teachers ◽  
Teaching Mathematics ◽  
Teaching Process ◽  
Mathematics Problems ◽  
Teaching Gap

n the fall of 2003, I had the opportunity to conduct some research on the student teaching process in Japan. During my seven weeks of research at the junior high school affiliated with Ehime University in Matsuyama, Japan, I observed mathematics lessons taught by student teachers as well as many more lessons taught by experienced teachers. The basis for most of these lessons was wonderfully rich mathematics problems. In these lessons a problem was posed to students, time was given for them to explore it, and then a discussion of the solutions to the problem took place. A detailed description of similar problem-based lessons can be found in The Teaching Gap (Stigler and Hiebert 1999) and The Open-Ended Approach: A New Proposal for Teaching Mathematics (Becker and Shimada 1997).

Counting Dots and Measuring Area: Rich Problems from Japan

2006 ◽  
Vol 12 (4) ◽  
pp. 214-220
Author(s):  
Blake E. Peterson
Keyword(s):  
High School ◽  
Student Teachers ◽  
Student Teaching ◽  
Junior High School ◽  
Junior High ◽  
Experienced Teachers ◽  
Teaching Mathematics ◽  
Teaching Process ◽  
Mathematics Problems ◽  
Teaching Gap

In fall 2003, I had the opportunity to conduct some research on the student-teaching process in Japan. During my seven weeks of research at the junior high school affiliated with Ehime University in Matsuyama, Japan, I observed mathematics lessons taught by student teachers as well as many more lessons taught by experienced teachers. The basis for most of these lessons was wonderfully rich mathematics problems. In these lessons, a problem was posed to the students, time was given for them to explore the problem, and then solutions were discussed. Similar problem-based lessons can be found in The Teaching Gap (Stigler and Hiebert 1999) and The Open-Ended Approach: A New Proposal for Teaching Mathematics (Becker and Shimada 1997).

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.

The number line in the junior high school

1966 ◽  
Vol 13 (7) ◽  
pp. 553-555
Author(s):  
Ronald E. Hursh
Keyword(s):  
High School ◽  
Junior High School ◽  
Subject Matter ◽  
Junior High ◽  
Number Line ◽  
Teaching Mathematics ◽  
New Materials ◽  
Mathematical Concepts ◽  
Mathematical Ideas ◽  
Substantial Problem

There has never been a more interesting time to be teaching mathematics. The new programs are rich in subject matter and are a challenge to students and teachers a like. We are building mathematical concepts in addition to drilling on fundamentals in the same amount of time which previously had been used for drilling alone. This presents a substantial problem to which, I am sorry to say, I do not have the total solution. My concern is with being able to teach all of the mathematics desired in the time that is available. There is one device of instruction in the new materials that I believe has great potential in conveying mathematical ideas quickly and accurately. This device is the number line.

scholarly journals COMPARATIVE ANALYSIS OF THE USAGE OF WHATSAPP AS A LEARNING APPLICATION DURING THE COVID-19 PANDEMIC IN ELEMENTARY SCHOOL AND JUNIOR HIGH SCHOOL STUDENTS

2021 ◽  
Vol 10 (2) ◽  
pp. 317
Author(s):  
Rinda Nuningtyas ◽  
Bambang Widi Pratolo ◽  
Arina Athiyallah
Keyword(s):  
High School ◽  
Elementary School ◽  
High School Students ◽  
Student Teaching ◽  
Junior High School ◽  
Teaching And Learning ◽  
Junior High ◽  
Junior High School Students ◽  
School Students ◽  
Advantages And Disadvantages

During the Covid-19 pandemic, there was a very significant change in student teaching and learning methods.The government policy requires that almost all activities including learning activities at school be eliminated and replaced with online schools. One of the most used applications for learning in this pandemic era is WhatsApp. The general objective of this research is to conduct a comparative study on the use of the WhatsApp application as a learning application during the Covid-19 pandemic in elementary and junior high school students in English. While the specific purpose of this research is to find out the strengths and weaknesses as well as the constraints of using WhatsApp as a learning application. The research method used is through field observations using qualitative descriptive methods and also interview techniques to several elementary and junior high school students in the research environment. This is interesting to research further based on direct observations of researchers on the use of WhatsApp on school students directly. This study assumes that the advantages and disadvantages of the learning process using WhatsApp will be found for both elementary school students and junior high school students. That elementary school finds difficulty in using WhatsApp for learning. Because some of the elementary students are still not fluent in reading. Junior high school learners assume that learning by WhatsApp is efficient but still not comparable to face-to-face meetings. The research implications are as follows:  that the students would be able to learn easily by using WhatsApp as a learning application. The teacher Would find another method that enhances the understanding of the students besides using WhatsApp by necessity.

scholarly journals The Construction of The Teacher Against Student Religious Education in Improving The Discipline of Learning

2019 ◽  
Vol 4 (1) ◽  
pp. 28-45
Author(s):  
Ahmad Khori
Keyword(s):  
High School ◽  
Junior High School ◽  
Junior High ◽  
Educational Institution ◽  
School Principal ◽  
Professional Organization ◽  
Teaching Process ◽  
Learning And Teaching ◽  
Islamic Studies ◽  
Technical Instructions

Al-Islam Tsanawiya boarding and junior high school are the educational institution that prepare its students to enroll higher education. It needs integrity and good educational environment for student to develop their creativity in involving social live, possessing ability to compete and becoming good citizenship for the nation’s future. Therefore, it is the requirements for teacher to have professional attitude and creativity as educator in improving school environment in general and teaching and learning process at classroom environment. For it is from the creative teacher having sense to seek and to find out new information the creative students will be raised. The role of school principal as motivator, supervisor and facilitator gives an enormous effect in supporting and developing the ability of the teacher to improve their services in learning and teaching process to develop learning achievement. This research uncovers the development of Islamic studies teacher in improving students’ learning discipline as the effort to improve students achievement reflected by the development of professional ability of the teacher. The purpose of this research is to grab the picture of how the development of MTs and SMP students’ discipline is carried out by the Islamic studies teacher in Bandung.  This research employs case study approach; the objects of the research are viewed as a single unit. The data are collected by observation, interviews, documentary studies and purposive sample. The finding shows that the principle roles, the Islamic studies teacher as trainer, facilitator, motivator, supervisor in implementing curriculum through creativity development have the enormous effect in developing students’ achievements. It can be realistically noticed that the implementation of Islamic studies teacher development in developing students’ learning discipline in Tsanawiya boarding and junior high school in Bandung shows the improvement in teaching services through facilities and infrastructures improvement, and the quantity of prospective students improvement. The enhancement of welfare likely affects the improvement of the qualities of graduation and the acceptance of the input and outcome. The benefit of this research is this; to develop students’ achievement, it is needed the optimum development of teacher professionals in   programmed and integrated way by educational stakeholder, principal, and professional organization. The writer recommends the study of technical instructions, teacher group of the same subject cluster in intensive way to produce professionals that can provide the optimum learning and teaching process for students

scholarly journals SELF-EFFICACY MATEMATIKA DAN SELF-EFFICACY MENGAJAR MATEMATIKA GURU MATEMATIKA

2018 ◽  
Vol 24 (1) ◽  
pp. 29
Author(s):  
Pardimin Pardimin
Keyword(s):  
High School ◽  
Correlation Coefficient ◽  
Junior High School ◽  
Mathematics Teaching ◽  
Self Efficacy ◽  
Junior High ◽  
Teaching Mathematics ◽  
High School Mathematics ◽  
The City ◽  
Mathematics Self Efficacy

Abstract: Self Efficacy in Mathematics and in Mathematics Teaching among Junior High-school Teachers. This study investigates teachers’ self efficacy in mathematics and in mathematics teaching, involving 38 junior high school mathematics teachers in the city of Yogyakarta, Indonesia. The research instrument to measure self efficacy in mathematics consists of 18 questions with a reliability coefficient of .86, whereas the one to measure mathematics-teaching self efficacy consists of 18 statements with a reliability coefficient of .826. Both instruments were adapted from the Mathematics Teaching and Mathematics Self-Efficacy Scale (MTMSE) developed by Kahle (2008). The results show that mathe­matics self efficacy and teaching mathematics self efficacy of the junior high school mathematics teach­ers in the city of Yogyakarta are high, with a correlation coefficient of .477. The mathematics self-efficacy instrument consists of three parts, namely arithmetics, algebra, and geometrics, and arithmetic self-efficacy is found to be positively correlated with teaching mathematics self-efficacy with a multiple correlation coefficient of 0,605.Abstrak: Self-Efficacy Matematika dan Self-Efficacy Mengajar Matematika Guru Matematika SMP Kota Yogyakarta. Self-efficacy matematika adalah konsep diri terkait kepercayaan individu pada kemampuannya untuk melakukan atau menyelesaikan suatu tugas atau masalah matematika. Self-efficacy mengajar matematika merupakan keyakinan seorang guru terhadap kemampuannya untuk mengatur dan melaksanakan tindakan pembelajaran matematika demi mencapai suatu tujuan serta yakin mampu untuk menghadapi segala tantangan dan mampu memprediksi seberapa besar usaha yang dibu­tuhkan untuk mencapai tujuan yang tepat dalam pembelajaran matematika. Penelitian tentang self-efficacy matematika self-efficacy mengajar matematika telah dilakukan ter­hadap 38 guru matematika SMP di kota Yogyakarta. Instrumen penelitian terdiri dari dua bagian. Pertama adalah instrumen self-efficacy matematika yang terdiri dari 18 petanyaan dengan koefisien reliabilitas sebesar 0,860. Kedua adalah instrumen self-efficacy mengajar matematika yang terdiri dari 18 pernyataan dengan koefisien reliabilitas sebesar 0,826. Kedua intrumen tersebut diadaptasi dari Mathematics Teaching and Mathe­matics Self-Efficacy Scale (MTMSE) yang dikembangkan oleh Kahle (2008). Hasil penelitian menunjuk­kan bahwa self-efficacy matematika dan self-efficacy mengajar matematika guru SMP di kota Yogya­karta termasuk tinggi dengan koefisien korelasi antara keduanya sebesar 0,477. Instrumen self-efficacy matematika terdiri dari tiga bagian yaitu aritmatika, aljabar, dan geometrika. Hanya self-efficacy arit­matika yang berkorelasi positif dengan self-efficacy mengajar matematika dengan koefisien korelasi ganda sebesar 0,605.

Teaching Mathematics with Microcomputers: Junior High School

1983 ◽  
Vol 30 (6) ◽  
pp. 44-45
Author(s):  
Larry L. Hatfield
Keyword(s):  
High School ◽  
Junior High School ◽  
Junior High ◽  
Teaching Mathematics

The ubiquitous computer! Do you realize that there may be a great variety of uses of a microcomputer in your classroom? Indeed. if we view the computer a a tool, or as a context for many differing activities, then we must learn how to choose our uses of it. This will require that we know the possible option, and have some rationales for our choices.

The Next Step for The Administrator in Junior High School Mathematics

1922 ◽  
Vol 15 (1) ◽  
pp. 28-29
Author(s):  
Joseph K. van Denbuhg
Keyword(s):  
High School ◽  
Secondary School ◽  
Junior High School ◽  
Junior High ◽  
Point Of View ◽  
School Mathematics ◽  
Experienced Teachers ◽  
New Work ◽  
High School Mathematics ◽  
The One

From the administrators’ point of view the next step in administration of high school mathematics is that of clearing the minds of many old and experienced teachers of the idea that there can be no improvement in secondary school courses in mathematics. As I see it this is the one great barrier to the advancement of the new work.

The Back Page: Teaching the Pythagorean Theorem for Understanding

2009 ◽  
Vol 103 (2) ◽  
pp. 160
Author(s):  
Blake E. Peterson
Keyword(s):  
High School ◽  
Student Teachers ◽  
Student Teaching ◽  
Junior High School ◽  
Lesson Study ◽  
Cooperating Teachers ◽  
Pythagorean Theorem ◽  
Group Of Seven ◽  
Japanese Student ◽  
Conducting Research

One of my favorite lessons was developed not by me but by a group of student teachers. While conducting research on student teaching in mathematics classes at a Japanese junior high school, I observed a group of seven Japanese student teachers participate in a lesson study to develop a lesson on the Pythagorean theorem. The goal of the lesson was for the students to understand the meaning of the theorem. The student teachers looked in many textbooks, studied the different proofs of the theorem, and consulted their cooperating teachers.

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