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.

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.

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.

Let’s Use Trigonometry

1975 ◽  
Vol 68 (2) ◽  
pp. 157-160
Author(s):  
John J. Rodgers
Keyword(s):  
High School ◽  
Subject Matter ◽  
School Mathematics ◽  
High School Mathematics ◽  
Mathematics Courses ◽  
High School Geometry ◽  
School Geometry ◽  
The Subject ◽  
Order Of Presentation

All too often in the teaching of high school mathematics courses, we overlook the inherent flexibility and interdependence of the subject matter. It is easy to fall into the trap of presenting algebra, trigonometry, geometry, and so on, as separate areas of study. It is because they were taught this way traditionally. With relatively minor changes in the order of presentation, we can demonstrate to the student the vital interconnectiveness of mathematics. For example, many courses in high school geometry include a unit on trigonometry. The student learns three trigonometric ratios, namely, the sine, the cosine, and the tangent. He also learns to use the trigonometric tables to solve for an unknown side of a right triangle. Generally this material comes quite late in the year.

Election of High School Mathematics by Females and Males: Attributions and Attitudes

1981 ◽  
Vol 18 (2) ◽  
pp. 207-218 ◽  
Author(s):  
Joan Daniels Pedro ◽  
Patricia Wolleat ◽  
Elizabeth Fennema ◽  
Ann DeVaney Becker
Keyword(s):  
High School ◽  
Mathematics Performance ◽  
School Mathematics ◽  
Advanced Mathematics ◽  
High School Mathematics ◽  
Mathematics Courses ◽  
Small Set ◽  
Advanced Mathematics Courses

Males, more than females, elect advanced mathematics courses. This differential in the number of mathematics courses elected has been cited as a major explanation of sex-related differences in adults' mathematics performance and in their participation in mathematics-related careers. Knowledge about some of the variables that enter into the decision to persist in the study of mathematics is essential for those who are interested in encouraging females, as well as males, to adequately prepare themselves in mathematics. This study identified some attitudinal and attributional variables that relate to the election of mathematics courses by females and males. A small set of variables was found to explain some of the variance in female and male mathematics plans. These results might help in understanding why females do not continue in as large a proportion as males to elect mathematics and/or to enter mathematics-related careers.

Mathematical Misconceptions

2019 ◽  
Vol 112 (6) ◽  
pp. 404
Keyword(s):  
High School ◽  
Teaching And Learning ◽  
Learning Opportunities ◽  
School Mathematics ◽  
Classroom Culture ◽  
High School Mathematics ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
Mathematical Discussions ◽  
Teachers And Students

Working to correct misconceptions and errors is a natural part of teaching and learning mathematics. Rather than seeing errors as something to avoid, how can teachers and students capitalize on them to create learning opportunities? Catalyzing Change in High School Mathematics: Initiating Critical Conversations suggests that teachers actively plan for student errors and misconceptions by designing lessons that— promote a classroom culture in which mistakes and errors are viewed as important reasoning opportunities to encourage a wider range of students to engage in mathematical discussions with their peers and the teacher. (NCTM 2018, p. 34)

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:

School and college mathematics

1956 ◽  
Vol 49 (7) ◽  
pp. 514-518
Author(s):  
William L. Duren
Keyword(s):  
High School ◽  
School Mathematics ◽  
High School Mathematics ◽  
College Mathematics ◽  
Mathematics Courses ◽  
Mathematics Program

A mathematician's thoughts on how to revise the high-school mathematics courses so as to minimize the “break” in the mathematics program at the beginning of the thirteenth year.

Connecting Research to Teaching: Cooperative Learning and Its Effects in a High School Geometry Classroom

2003 ◽  
Vol 96 (2) ◽  
pp. 112-116
Author(s):  
Angela L. E. Walmsley ◽  
Joe Muniz
Keyword(s):  
High School ◽  
High School Students ◽  
Cooperative Learning ◽  
Active Role ◽  
School Mathematics ◽  
High School Mathematics ◽  
School Students ◽  
Mathematics Classrooms ◽  
High School Geometry ◽  
Learning Mathematics

During our experiences as high school mathematics teachers, we have discovered these three things. First, many high school students do not like to take mathematics courses. These students sometimes find that mathematics is boring and believe that it will be of no use to them after they graduate from high school. Stuart (2000) states that many people think of mathematics as something that causes stress and is unpleasant. Such students have high anxiety about learning mathematics and trying to succeed. Second, students have difficulty expressing their thoughts on paper or in front of their mathematics class. This phenomenon may occur because many traditional mathematics classrooms foster a competitive atmosphere among students (Johnson and Johnson 1989). Third, the students are not accustomed to taking an active role in learning mathematics. In light of these discoveries, we wanted to find a method of teaching high school mathematics classes that would help our students understand and enjoy the mathematics. In particular, we asked the following question: Would our students understand and enjoy mathematics more if we tried a cooperative learning approach rather than the traditionally taught teacher-centered method?

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