Investigating the Mathematical Process with Nonlinear Asymptotes

2008 ◽  
Vol 101 (8) ◽  
pp. 574-580
Author(s):  
Michael J. Bossé ◽  
Karen A. DeUrquidi ◽  
David L. Edwards ◽  
N. R. Nandakumar
Keyword(s):  
High School ◽  
High School Students ◽  
Problem Solving ◽  
Multiple Representations ◽  
School Mathematics ◽  
School Students ◽  
Mathematical Ideas ◽  
Mathematics Educators ◽  
Algebraic Concept ◽  
Mathematical Process

Principles and Standards for School Mathematics (NCTM 2000) emphasizes having students experience mathematics as mathematicians do and demonstrates that the Process Standards—Problem Solving, Reasoning and Proof, Communication, Connections, and Representation—are not simply means through which mathematics is learned and taught; they are also the manner through which mathematics is done. This article presents an abbreviated version of the musings and methodologies experienced by mathematics educators through a genuine problemsolving investigation. This account will investigate dimensions of an algebraic concept known to many high school students and show how these lead to an intuitive understanding of the limit in calculus. Readers will experience and come to a deeper understanding of the Process Standards as well as experience the necessity of using multiple representations to make and solve mathematical conjectures. To accomplish these multidimensional goals, the authors describe a chronological development of mathematical ideas among themselves and invite readers to reason along with them in their actual investigations.

Problem-solving Techniques with Microcomputers

1986 ◽  
Vol 79 (8) ◽  
pp. 598-655
Author(s):  
William E. Haigh
Keyword(s):  
High School ◽  
High School Students ◽  
Problem Solving ◽  
School Mathematics ◽  
High School Mathematics ◽  
School Students ◽  
Second Derivatives ◽  
Mathematical Techniques ◽  
Conventional Manner ◽  
Derivatives Of

The first recommendation in An Agenda for Action (NCTM 1980) is that problem solving “be the focus of school mathematics in the 1980s.” Too often, high school mathematics courses avoid interesting and challenging problems because students lack the necessary background to solve the problems in a conventional manner. Many of these problems are interesting to students; but, because these students cannot find limits or derivatives of functions or use “advanced” mathematical techniques they are unable to pursue such problems. For example, maximum-minimum problems are usually introduced after students have experienced some work in calculus involving first and second derivatives. Most high school students are capable of understanding problems involving maximum and minimum values and, with the exception of understanding differentiation and application of differentiation techniques, are capable of handling the necessary mathematical skills that are involved in the solution of such problems.

The Perfect Triangle

1987 ◽  
Vol 80 (3) ◽  
pp. 232-233
Author(s):  
Richard Crouse
Keyword(s):  
High School ◽  
High School Students ◽  
Problem Solving ◽  
Secondary School ◽  
School Mathematics ◽  
Mathematics Students ◽  
School Students ◽  
Secondary School Mathematics

Although many changes have occurred in the goals for teaching secondary school mathematics, the goal of problem solving has remained intact. One of the main difficulties in realizing this goal has been the lack of suitable materials that could be used by secondary school mathematics students. This article presents a problem, modified from a familiar situation, that would be suitable for high school students to investigate. Modifying an existing problem to generate other problems for investigation is a device frequently used by research mathematicians. Motivated students with a good background in algebra should find this material interesting and challenging.

IDENTIFICATION OF PROBLEM SOLVING STRATEGIES IN MATHEATICS AMONG HIGH SCHOOL STUDENTS

2017 ◽  
Vol 4 (36) ◽  
Author(s):  
J. Navaneetha Krishnan ◽  
P. Paul Devanesan
Keyword(s):  
High School ◽  
High School Students ◽  
Problem Solving ◽  
Sample Survey ◽  
Survey Method ◽  
Teaching Mathematics ◽  
School Students ◽  
Problem Solving Strategies ◽  
Achievement In Mathematics

The major aim of teaching Mathematics is to develop problem solving skill among the students. This article aims to find out the problem solving strategies and to test the students’ ability in using these strategies to solve problems. Using sample survey method, four hundred students were taken for this investigation. Students’ achievement in solving problems was tested for their Identification and Application of Problem Solving Strategies as a major finding, thirty one percent of the students’ achievement in mathematics is contributed by Identification and Application of Problem Solving Strategies.

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 “Engineering Innovation (EI)” 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.

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