Fundamental Principles of Algebra

1922 ◽  
Vol 15 (6) ◽  
pp. 332-346
Author(s):  
R. L. Modesitt
Keyword(s):  
High School ◽  
High School Student ◽  
Educational Value ◽  
School Subjects ◽  
Rules And Principles ◽  
Algebraic Operations ◽  
Average High School ◽  
The Mind ◽  
Work Done ◽  
Eminent Mathematician

An eminent mathematician has said recently that of all the high school subjects, algebra has the least and geometry the most educational value. No study in the high school course leaves a more hazy impression on the mind of the average high school student as to its purpose and value than does algebra. The student may put in hours of hard work; he may acquire some skill in performing algebraic operations (to him a highly mechanical accomplishment); he may be able to solve a fairly large number of the problems; he may quote verbatim many definitions, rules and principles; but, when asked what algebra is “all about,” what the letters mean, and whether or not there is any “point” or advantage to his accomplishments, the pupil is “at sea.” In talking with students, I find that the work done by them, in many cases, is quite purposeless and meaningless. To many the algebra work is done from day to day because it is a task assigned, a sort of daily grind that they must go through, using as their guide-posts the type examples worked out in the algebra texts, or explained by the teacher in the assignment of the lesson.

scholarly journals Feeling emotions for others that they don’t feel: Agency appraisals and vicarious anger

2020 ◽  
Author(s):  
Joshua Daniel Wondra
Keyword(s):  
High School ◽  
High School Student ◽  
The Other ◽  
Emotional Experiences ◽  
School Subjects ◽  
The Difference

How do people feel emotions for someone else? This has been studied asempathy—feeling the same emotion that someone else feels. But people also feel emotions for someone else that the other person doesn’t feel, such as feeling angry for someone who is sad. We use appraisal theories to predict that people feel an emotion for someone else when they appraise that person’s situation differently. According to appraisal theories, people react to misfortunes with anger if they are caused by another person, but not if the cause is impersonal, and we predicted that this would also be true in feeling emotions for another person, regardless of what the other person feels. In two studies, subjects learned about a disadvantaged high school student who applied to college and was rejected from every school. Subjects felt angrier when they learned that the student’s friend caused the bad outcome than when the student made a well-intentioned mistake, but they did not think the student felt angry. The difference in subjects’ anger was mediated by changes in appraisals of agency. The student believed the rejections were caused by bad circumstances and felt sad in both conditions. The results extend research on empathy and other vicarious emotional experiences by supporting appraisal as a process that is involved in feeling emotions for other people.

Narratives of Journal Writing

2020 ◽  
pp. 269-294
Author(s):  
Jennifer Lynne Bird
Keyword(s):  
High School ◽  
High School Student ◽  
Journal Writing ◽  
Healing Process ◽  
Medical Professional ◽  
The Body ◽  
Valuable Resource ◽  
Medical Expert ◽  
Emotional Events ◽  
The Mind

How can writing help people heal? While writing cannot take the place of an evaluation by a trained medical expert, it can help the healing process. The process of writing serves as a valuable resource whether a patient writes about symptoms in a journal to share with a medical professional, a high school student writes about the day's events in a journal to deal with emotions, or an adult writes a prayer in a journal to cope with uncertainty. Regardless of the circumstances which motivated the writer to pick up a notebook and pen or type at a computer, writing releases thoughts and emotions from the mind to the page. When people transfer ideas to paper, stressful emotional events in the mind and physical tension in the body often improve. Therefore, writing can become a catalyst for healing.

From Graph to Formula

1971 ◽  
Vol 64 (3) ◽  
pp. 231-232
Author(s):  
Saleh Assad
Keyword(s):  
High School ◽  
High School Student ◽  
Mathematics Curriculum ◽  
Linear Quadratic ◽  
Senior Year ◽  
Functional Relations ◽  
Transcendental Functions ◽  
Average High School ◽  
Modern Mathematics

The modern mathematics curriculum places heavy emphasis on the notion of functional relations and on the development of graphing techniques. By the end of his junior year, or early in his senior year, the average high school student has little difficulty in identifying and sketching the graphs of linear, quadratic, and perhaps a few simple transcendental functions. His skill, however, is one-sided, for, given a set of data or a prepared graph, the same student is usually unable to discover the equation relating the variables.

Factoring Has a Meaning

1941 ◽  
Vol 34 (8) ◽  
pp. 353-356
Author(s):  
Thomas H. Murtaugh
Keyword(s):  
High School ◽  
Mathematics Teachers ◽  
High School Student ◽  
Secondary Level ◽  
The Difference ◽  
Average High School ◽  
Experienced Difficulty

All Mathematics teachers on the secondary level have at some time or other experienced difficulty in making abstract but necessary mathematical principles purposeful and vital to students. The average high school student often asks, “What's the use of learning such meaningless operations as (a2 − b2) = (a + b) (a − b)?” The student who gives expression to this thought is not “de facto” the “ne'er-do- well.” He is the student who has factored “c squares minus d squares” until he has felt like “the difference of two squares.” He joins other students who, ordinarily docile, have risen in sheer consternation and now demand to know the use, the purpose, the function—the part such rules as a2−b2 = (a + b)(a − b) play in their lives.

scholarly journals Finding Myself through the Student Advancement Research Program and the Student Mentorship Program

2015 ◽  
Vol 8 (2) ◽  
Author(s):  
Mylene Petit
Keyword(s):  
High School ◽  
High School Student ◽  
Research Program ◽  
Mentorship Program ◽  
School Subjects

As a high school student, being motivated to study hard was a struggle, and I lacked passion for the school subjects. I had ambitions about becoming a doctor, but somehow I lost my direction. 

Orosensory Perception, Speech Production, and Deafness

1973 ◽  
Vol 16 (2) ◽  
pp. 257-266 ◽  
Author(s):  
Milo E. Bishop ◽  
Robert L. Ringel ◽  
Arthur S. House
Keyword(s):  
High School ◽  
Speech Production ◽  
Poor Performance ◽  
Normal Hearing ◽  
The Other ◽  
Functional Disorders ◽  
Form Discrimination ◽  
School Subjects ◽  
Oral Form ◽  
Similarities And Differences

The oral form-discrimination abilities of 18 orally educated and oriented deaf high school subjects were determined and compared to those of manually educated and oriented deaf subjects and normal-hearing subjects. The similarities and differences among the responses of the three groups were discussed and then compared to responses elicited from subjects with functional disorders of articulation. In general, the discrimination scores separated the manual deaf from the other two groups, particularly when differences in form shapes were involved in the test. The implications of the results for theories relating orosensory-discrimination abilities are discussed. It is postulated that, while a failure in oroperceptual functioning may lead to disorders of articulation, a failure to use the oral mechanism for speech activities, even in persons with normal orosensory capabilities, may result in poor performance on oroperceptual tasks.

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