Some Helps and Hindrances in Teaching Mathematics in the Secondary School

1920 ◽  
Vol 12 (4) ◽  
pp. 139-153
Author(s):  
Eugene R. Smith ◽  
Harry D. Gaylord ◽  
Geo. Gailey Chambers ◽  
William E. Breckenridge ◽  
L. E. Lynde
Keyword(s):  
Secondary School ◽  
Teaching Mathematics ◽  
Good Fortune ◽  
To Come

It was my good fortune in school and college to come in contact with some exceptionally good teachers and some exceptionally poor ones. The contrasts were so great and the inferences so obvious that I began my work as a teacher in the confident belief that students’ failures were due to inefficient teaching. It is needless to add that a decent self-respect accompanied with a little experience soon compelled me to modify my theory and to place far more responsibility on the student than he deserved. I suppose this is the experience of every teacher. With the enthusiasm of youth we tackle our job, confident that we can do it; and when we fail, we distribute the responsibility among ourselves, our pupils, and our subjects. And the responsibility ought to be so distributed, for each has its hare.

THE EDUCATIONAL CONTEXTS OF ISLAMIST ACTIVISM: ELITE STUDENTS AND RELIGIOUS INSTITUTIONS IN EGYPT*

2017 ◽  
Vol 22 (1) ◽  
pp. 57-76 ◽  
Author(s):  
Neil Ketchley ◽  
Michael Biggs
Keyword(s):  
Social Sciences ◽  
Secondary School ◽  
General Pattern ◽  
Student Activism ◽  
Religious Institutions ◽  
Security Forces ◽  
Social Sciences And Humanities ◽  
The Social ◽  
To Come ◽  
Secular Institutions

The literature on student activism finds that protesters come from prestigious universities and from the social sciences and humanities. Studies of political Islam, however, emphasize the prominence of engineering and medical students from secular institutions. Contributing to both literatures, this paper investigates Islamist students targeted by security forces in Egypt following the coup of 2013. Matching 1,352 arrested students to the population of male undergraduates, it analyzes how the arrest rate varied across 348 university faculties. We find that activists came disproportionately from institutions that provided a religiously inflected education. This contradicts the conventional emphasis on secular institutions. Most importantly, we find that Islamists tended to come from faculties that required higher grades and that admitted students who studied science in secondary school. Controlling for grades, engineering and medicine were not especially prominent. These findings suggest that Islamist students conform to the more general pattern: political activism attracts the academic elite.

¡A La Huelga! Secondary Students, School Strikes, and the Power of Educational Activism in 1970s Nicaragua

2020 ◽  
Vol 77 (4) ◽  
pp. 601-631
Author(s):  
Claudia Rueda
Keyword(s):  
Secondary School ◽  
Secondary Students ◽  
Quality Of Education ◽  
Ministry Of Education ◽  
Democratic Schools ◽  
Joint Project ◽  
The Press ◽  
To Come ◽  
Student Demands

ABSTRACTThe year 1976 was a violent one in Nicaragua. In an effort to quash the Sandinista guerrillas, the dictator Anastasio Somoza Debayle had declared a state of siege, suspending constitutional guarantees, muzzling the press, and unleashing the Guardia Nacional. Despite the dangers of dissent, thousands of students across the country walked off their secondary school campuses that year to protest poor funding, inept teachers, and oppressive administrators. This article examines this series of strikes to uncover the ways in which teenagers managed to organize their schools and communities in spite of the repression that marked the final years of the Somoza regime. Analyzing student documents, Ministry of Education records, and newspaper reports, this article argues that in the context of a decades-long dictatorship, student demands for more democratic schools opened a relatively safe pathway for cross-generational activism that forced concessions from the Somoza regime. By the 1970s, secondary schools had come to reflect the state's authoritarianism and mismanagement, and widespread educational deficiencies brought students and parents together in a joint project to demand better schools. Battles over the quality of education, thus, showcased the power of an organized citizenry and laid the groundwork for the revolutionary mobilizations that were to come.

Greek Light on World History

1950 ◽  
Vol 45 ◽  
pp. 1-15 ◽  
Author(s):  
Arnold Toynbee
Keyword(s):  
Early Modern ◽  
World History ◽  
Roman History ◽  
Western Education ◽  
Good Fortune ◽  
Greek History ◽  
The Subject ◽  
To Come

Approach.: The subject of this talk is in one sense a rather personal one. I am venturing to say something about my own approach to History. I had the good fortune to be born just not too late to come in for the old-fashioned ‘Early Modern Western’ education in the Greek and Latin languages and literatures; the first grown-up job that I did was to teach Greek and Roman history for the School of Literae Humaniores at Oxford; and, in afterwards exploring other provinces of history, I have always found my way into them through a Greek gate. Greek history has been, for me, the key to world history.

Mathematics and Meteorology

1986 ◽  
Vol 79 (8) ◽  
pp. 602-603
Author(s):  
Eric F. Wood
Keyword(s):  
High School Students ◽  
Secondary School ◽  
Real Life ◽  
Teaching Mathematics ◽  
School Students ◽  
Weather Forecasts ◽  
Life Problems ◽  
School Classroom ◽  
Interesting Discussion ◽  
Local Weather

One of the ironies of teaching mathematics is that real-life problems, although interesting, are often too difficult to consider in a secondary school classroom. Consequently the problems that are used in texts are often somewhat contrived. While working at the local weather office, I came upon several applications of trigonometry that are both interesting and instructive for high school students. The problems require that some background knowledge be presented to the students, but often they will have at least heard about the ideas from the nightly weather forecasts on television. These ideas make an interesting discussion for both teacher and student.

Teaching Mathematics to the At-Risk Secondary School Student

1992 ◽  
Vol 85 (4) ◽  
pp. 292-294
Author(s):  
Terry Vatter
Keyword(s):  
High School ◽  
At Risk ◽  
Secondary School ◽  
Secondary School Student ◽  
Drop Out ◽  
Teaching Mathematics ◽  
At Risk Youth ◽  
School Classroom ◽  
High School Classroom

Nearly every middle and high school classroom has students who are failing, who seldom do homework, who are inattentive, or who seem unable to benefit from instruction. These students either drop out or end up in classrooms like mine in a school for at-risk youth.

scholarly journals Evaluation of the use of modern techniques and software in teaching mathematics in secondary schools: تقييم مدى استخدام التقنيات والبرمجيات الحديثة فى تدريس الرياضيات بالمدارس الثانوية

2016 ◽  
Vol 2 (1) ◽  
Author(s):  
Fawzia Zuheir Al Migamsi
Keyword(s):  
Secondary School ◽  
Programming Languages ◽  
Teaching Methods ◽  
Research Work ◽  
Computer Software ◽  
Female Students ◽  
Teaching Mathematics ◽  
Low Level ◽  
Mathematical Programs ◽  
Advanced Teaching

The idea came from the low achievement of students in mathematics. A research work was conducted to find out the reasons for the low level of achievement of the second level of female students in mathematics at the 37th secondary school for girls and to develop suggested solutions and possible procedures. The aim of the study was to investigate the effect of the use of modern mathematical programs on the achievement of mathematics in the students of the second division at the 37th grade for girls. The study also found many results, including: the lack of use of diverse and sophisticated teaching methods and the lack of use of teachers to modern strategies and variety in teaching and helped modern programs students to understand the material and excel in it. The researcher recommended using the parameters of various and advanced teaching methods. To give the teachers courses especially with the developed curricula (modern) and be applied and not like the current courses that have been given to some of the parameters and did not benefit from them. The processing of laboratories and classrooms in all the requirements of the use of computer education, in order to facilitate the use of computer and computer software in the study of mathematics and the required software from languages ​​such as the language of Java and other programming languages.

scholarly journals THE RESEARCH AND STUDY PATHS IN THE SECONDARY SCHOOL: THE CASE OF THE POLYNOMIAL FUNCTIONS OF THE SECOND DEGREE

2013 ◽  
Vol 52 (1) ◽  
pp. 60-71
Author(s):  
Viviana Carolina Llanos ◽  
María Rita Otero
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Key Words ◽  
Mechanistic Model ◽  
Secondary Level ◽  
Teaching Mathematics ◽  
Polynomial Functions ◽  
Advantages And Disadvantages ◽  
The World ◽  
Second Degree

This analysis introduces the pedagogy of research and questioning the world within the Math classrooms at secondary schools in Argentina by using Research and Study Paths (RSP). The RSP have been proposed by Chevallard in the Anthropologic Theory of Didactic (ATD) to face the mechanistic model of teaching mathematics in secondary school (Chevallard, 2004). The RSP has been previously conceived as part of this research and could enable to cover the syllabus of the three last years of the secondary level (students aged 14 to 18 years old). The RSP has been carried out in courses intentionally selected by the researcher. Two implementations have been performed once a year during three years; with 163 students participating in the whole research. The results of introducing RSP into the classroom, the characteristics of the Mathematical Organization (MO) and the advantages and disadvantages of teaching mathematics based on the pedagogy of research and questioning the world are described in the present work. Key words: functions, pedagogy of research and questioning the world, polynomial functions of second degree, research and study paths, secondary school.

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