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.

Call for Manuscripts: Entry-Level High School Mathematics Courses: Maximizing Learning for ALL

2009 ◽  
Vol 103 (1) ◽  
pp. 69
Keyword(s):  
High School ◽  
Mathematics Teacher ◽  
School Mathematics ◽  
Teaching Mathematics ◽  
High School Mathematics ◽  
Mathematics Courses ◽  
Entry Level ◽  
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.

Calls for Manuscripts: Entry-Level Courses

2010 ◽  
Vol 103 (7) ◽  
pp. 508
Keyword(s):  
High School ◽  
Mathematics Teacher ◽  
Instructional Methods ◽  
Teaching Mathematics ◽  
Entry Level ◽  
Teaching Content ◽  
Learning Mathematics ◽  
Second Year

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. What instructional methods do you find effective when teaching content found in courses such as prealgebra, algebra, geometry, or first– and second-year integrated courses? What strategies are successful for addressing the needs of ALL students in your classroom? The Editorial Panel is looking for manuscripts that address any of the following topics:

Entry-Level Courses

2010 ◽  
Vol 103 (9) ◽  
pp. 655
Keyword(s):  
High School ◽  
Mathematics Teacher ◽  
Instructional Methods ◽  
Teaching Mathematics ◽  
Entry Level ◽  
Teaching Content ◽  
Learning Mathematics ◽  
Second Year

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. What instructional methods do you find effective when teaching content found in courses such as prealgebra, algebra, geometry, or first- and second-year integrated courses? What strategies are successful for addressing the needs of ALL students in your classroom? The Editorial Panel is looking for manuscripts that address any of the following topics.

Call for Manuscripts: Entry Level High School Mathematics Courses: Maximizing Learning for ALL

2009 ◽  
Vol 103 (3) ◽  
pp. 227
Keyword(s):  
High School ◽  
Mathematics Teacher ◽  
School Mathematics ◽  
Teaching Mathematics ◽  
High School Mathematics ◽  
Mathematics Courses ◽  
Entry Level ◽  
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.

Call for Manuscripts: Maximizing Learning for ALL: Teaching Entry-Level High School Mathematics Courses

2010 ◽  
Vol 104 (2) ◽  
pp. 105
Keyword(s):  
High School ◽  
School Mathematics ◽  
Teaching Mathematics ◽  
High School Mathematics ◽  
Mathematics Courses ◽  
Entry Level ◽  
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 PENGEMBANGAN ATTITUDE E-ASSESSMENT PADA PEMBELAJARAN MATEMATIKA SEKOLAH MENENGAH ATAS

2015 ◽  
Vol 1 (2) ◽  
pp. 118
Author(s):  
Teguh Permadi ◽  
Mustangin Mustangin
Keyword(s):  
High School ◽  
Teaching Mathematics ◽  
Instructional Media ◽  
Assessment Of Learning ◽  
Learning Evaluation ◽  
Learning Mathematics

Mathematics has important roles in forming the students' character at school. At least, there are nine characters' value which can be formed through learning mathematics, there are:religious, disciplined, honest, hard working, creative, curiosity, independent, communicative, and responsibility. Therefore, teachers need a means to assess those characters. Technology can be used as a means or tool in the assessment of learning, this term is referred as e-assessment. Originating from an idea for combining between assessing the attitude and using the e-assessment, the researcher developed the attitude e-assessment. The purpose of this research is to produce the attitude e-assessment in teaching Mathematics at high school. This study is a part of developing research which used 4D model as the development basis that cover define stages, design, develop, and disseminate. The result of the analysis which is conducted to the practitioners, learning evaluation expert, and instructional media expert, the product of e-assessment got 3,34 which means that it is valid. While the analysis result of users' respond which is conducted to 10 students grade X of Madrasah Aliyah Negeri Kota Batu, the e-assessment product got 3,32 which means that its valid.Based onthose tests, theattitudee-assessmentproducts in thehigh schoolmathematicsteachinghas been declaredvalidorproper.

Ave atque vale

1970 ◽  
Vol 63 (5) ◽  
pp. 381-382
Author(s):  
Irvin H. Brune
Keyword(s):  
High School ◽  
Board Of Directors ◽  
Mathematics Teacher ◽  
Teaching Mathematics ◽  
National Council ◽  
New Work ◽  
Cumulative Index ◽  
Old Order ◽  
The Board Of Directors ◽  
One Year

The old order has changed—and given place to the new. In action taken one year ago, the Board of Directors of the National Council of Teachers of Mathematics created a new position and eliminated an old one. As of July 15, 1969, Miss Carol V. McCamman became Managing Editor of The Mathematics Teacher. Miss McCamman came to her new work with a rich experience in teaching mathematics at Coolidge High School, Washington, D.C. She also edited the invaluable Cumulative Index of The Mathematics Teacher, volumes 1– 58, 1908 through 1965. As of the date of this issue, the present editor completes his term.

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.

Continuing in Mathematics: A Longitudinal Study of the Attitudes of High School Girls

1982 ◽  
Vol 7 (2) ◽  
pp. 132-140 ◽  
Author(s):  
Julia Sherman
Keyword(s):  
High School ◽  
Longitudinal Study ◽  
Mathematics Teacher ◽  
Ninth Grade ◽  
College Preparatory ◽  
Mathematics Attitudes ◽  
High School Girls ◽  
Learning Mathematics ◽  
Mathematics Confidence ◽  
School Girls

The mathematics attitudes (determined by ratings on the Fennema-Sherman Mathematics Attitudes Scales) of ninth grade girls of similar intellect who subsequently took one to four years of college preparatory math were compared in 1975 and 1978 (n = 84). Math enrollment groups differed significantly on the following scales: Usefulness of Mathematics, Confidence in Learning Mathematics, Teacher (perceived attitude toward the student as a learner of mathematics), and Effectance Motivation in Mathematics as assessed both in Grades 9 and 12, and on the Math as a Male Domain Scale as assessed in Grade 12. From Grade 9 to 12, scores on the Attitude toward Success in Math Scale became significantly more positive.

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?

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