What Else Can You Do with an Open Box?

2007 ◽  
Vol 100 (7) ◽  
pp. 470-474
Author(s):  
Catherine Miller ◽  
Douglas Shaw
Keyword(s):  
Professional Development ◽  
High School ◽  
High School Teachers ◽  
School Mathematics ◽  
Problem Analysis ◽  
High School Mathematics ◽  
School Teachers

Starting with the classic Open Box problem, we present extensions of this problem that can be used in high school mathematics classes. We also challenge high school teachers to use this process of problem analysis in their own practice as a way to enrich the content of their lessons and as a means of individualized professional development.

What Mathematics Do High School Teachers Need to Know?

2010 ◽  
Vol 103 (6) ◽  
pp. 418-423
Author(s):  
Michael J. Gilbert ◽  
Jacqueline Coomes
Keyword(s):  
High School ◽  
High School Teachers ◽  
School Mathematics ◽  
High School Mathematics ◽  
School Teachers ◽  
Mathematics Knowledge

The MC3 project defines, describes, and characterizes the mathematics knowledge needed for teaching high school mathematics.

What Modern School Administration Expects of High School Teachers of Mathematics

1932 ◽  
Vol 25 (2) ◽  
pp. 66-70
Author(s):  
Jackson L. Lambert
Keyword(s):  
High School ◽  
High School Teachers ◽  
Elementary Mathematics ◽  
School Administration ◽  
School Mathematics ◽  
School Staff ◽  
High School Mathematics ◽  
School Teachers ◽  
Modern School

Accepting the modern dictum that all school teachers, high or elementary, are teachers of children rather than teachers of subjects, there is the added responsibility of teaching children something. Hence, there exists some 25 per cent of the total high school staff whose efforts are devoted to assisting pupils to a degree of mastery of elementary mathematics. To be able to perform this function the teacher of high school mathematics must make an appropriate preparation.

scholarly journals Co-design for Curriculum Planning: A Model for Professional Development for High School Teachers

2019 ◽  
Vol 44 (7) ◽  
pp. 84-107 ◽  
Author(s):  
Nick Kelly ◽  
◽  
Natalie Wright ◽  
Les Dawes ◽  
Jeremy Kerr ◽  
...  
Keyword(s):  
Professional Development ◽  
High School ◽  
High School Teachers ◽  
Curriculum Planning ◽  
School Teachers

Experimental Programs: Coordinate Geometry with an Affine Approach

1964 ◽  
Vol 57 (6) ◽  
pp. 404-405
Author(s):  
Harry Sitomer
Keyword(s):  
High School ◽  
High School Teachers ◽  
School Mathematics ◽  
Study Group ◽  
School Teachers ◽  
High School Geometry ◽  
School Geometry ◽  
Coordinate Geometry

In the spring of 1961, the School Mathematics Study Group convened a group of college mathematicians and high school teachers of mathematics to consider plans for writing an alternate high school geometry course, in which coordinates would be introduced and used as early as feasible.

scholarly journals Teachers are Deprofessionalized when Control of the Curriculum is Taken away from them: Discuss in Relation to High School Teachers in China

2021 ◽  
Vol 4 (4) ◽  
pp. 35
Author(s):  
Dan Cheng
Keyword(s):  
Professional Development ◽  
High School ◽  
Curriculum Development ◽  
High School Teachers ◽  
Teacher Autonomy ◽  
Analysis Approach ◽  
Literature Analysis ◽  
Negative Effects ◽  
School Teachers ◽  
Current Curriculum

In this paper, the writer will use a literature analysis approach to explore the issue of teacher autonomy and professionalism in both centralized and decentralized curriculum models. Through literature analysis, the paper argues that centralized and decentralized curricula each have their own positive and negative effects on teachers' autonomy and professional development. Under the current curriculum model in China, teachers' autonomy and professionalism in curriculum development are both enhanced and limited to some extent. Based on the analysis of the literature, this paper will propose recommendations for enhancing Chinese high school teachers' autonomy and professionalism in curriculum development.

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