Mathematics in the Junior High School

1927 ◽  
Vol 20 (4) ◽  
pp. 223-235
Author(s):  
E. H. Taylor
Keyword(s):  
High School ◽  
Junior High School ◽  
Educational Administration ◽  
Junior High ◽  
International Commission ◽  
Striking Similarity ◽  
National Committee ◽  
High School Mathematics ◽  
Catching Up ◽  
The Subject

No change in educational administration or in educational policy in the last fifty years has offered so great an opportunity for improvement in high-school mathematics as the organization of the junior high school. But as we felicitate ourselves upon the possibilities we need to remember that many of the changes now taking place were advocated by leaders thirty years ago. There is a striking similarity between some recommendations of the National Committee on the Reorganization of Mathematics in Secondary Education published in 1923 and the Report of the Commission on Mathematics of the Committee of Fifteen in 1893. There were seers on that Commission headed by Simon Newcomb and we are just catching up with their vision. That educational administration has made this advance is due to the study and appreciation of the varying needs and abilities of pupils and the demands of a scientific age. That mathematics teachers in 1926 are accepting changes advocated thirty years ago is due in large part to the work of the International Commission on the Teaching of Mathematics and the work of the National Committee. Every teacher of secondary mathematics should own and read the Report of the National Committee, the best text that 1 know on the teaching of the subject; and every one should know of the significance of the work of the International Commission.

Comparison of Attitudes and Achievement Among Junior High School Mathematics Classes

1960 ◽  
Vol 7 (7) ◽  
pp. 351-356
Author(s):  
Lois Stephens
Keyword(s):  
High School ◽  
Junior High School ◽  
Junior High ◽  
School Mathematics ◽  
High School Mathematics ◽  
Know How ◽  
The Subject

ATTITUDES TOWARD ARITHMETIC have long been considered to be of great importance to the educator. It has been generally assumed that those students whose attitudes were more favorable toward the subject achieve at a higher level. It was found in a study of attitudes of junior high school students1 that most pupils (87%) enjoy problems when they know how to work them well.

A Reorganized Course in Junior High-School Arithmetic

1921 ◽  
Vol 14 (4) ◽  
pp. 179-188
Keyword(s):  
High School ◽  
Junior High School ◽  
Preliminary Report ◽  
Junior High ◽  
School Mathematics ◽  
National Committee ◽  
High School Mathematics ◽  
Clearing House

The National Committee on Mathematical Requirements, in its preliminary report on Junior High School Mathematics, invites “criticisms and discussions” of the report and offers to serve ns a “clearing-house of ideas and material“ sent to the committee.

Current Practice in Junior High School Mathematics

1926 ◽  
Vol 19 (2) ◽  
pp. 72-77
Author(s):  
Edward H. Worthington
Keyword(s):  
High School ◽  
High Schools ◽  
Junior High School ◽  
Junior High ◽  
School Principals ◽  
Secondary School Principals ◽  
School Mathematics ◽  
Junior High Schools ◽  
National Committee ◽  
High School Mathematics

Since the report of the National Committee on Mathematical Requirements, under the auspices of the Mathematical Association of America, made its appearance we have been more certain of the content of Junior High School Mathematics, although the committee gave no order of topics with specific time allotments of each. A question which arose in my mind last spring was, “What are the Junior High Schools throughout the country definitely teaching in Mathematics?” I, accordingly, wrote to Dr. Glass, of the State Department of Pennsylvania, for a list of twenty-five of the best Junior High Schools in Pennsylvania, exclusive of Philadelphia. Philadelphia was excluded as most of the members of my class were already teaching in Philadelphia and were acquainted with the Philadelphia course of study. We received a directory of the Junior High Schools of Pennsylvania with twenty-five of the best checked by Dr. Glass. Books on Junior High Schools were then scanned for names of Junior High Schools, but with little success as they referred mainly to large school systems and we desired to get in touch with the mathematics departments. We found in the ninth year book of the National Association of Secondary-School Principals, in the directory of members, about forty-five names of Junior High Schools throughout the country.

A Symposium of Discussion on the National Committee Report on Junior High School Mathematics

1921 ◽  
Vol 14 (1) ◽  
pp. 16-41
Keyword(s):  
High School ◽  
Secondary School ◽  
Junior High School ◽  
Junior High ◽  
School Mathematics ◽  
National Committee ◽  
Committee Report ◽  
High School Mathematics ◽  
Complete Report

For the convenience of the reader, parts IV, V, and VI of the National Committee Report on Junior High School Mathematics are reprinted here. The complete report, Secondary School Circular No. 6, July, 1920, may be secured from the U. S. Bureau of Education. Following the reprint are five discussions of the report.

IMPELEMENTATION OF SELF-REGULATED LEARNING ON JUNIOR HIGH SCHOOL STUDENT OF LOW SOCIOECONOMIC STATUS

2020 ◽  
Vol 2 (1) ◽  
pp. 1-15
Author(s):  
Fatin Rohmah Wahidah ◽  
Farida Kurniawati
Keyword(s):  
High School ◽  
Junior High School ◽  
Junior High ◽  
Learning Motivation ◽  
Learning Abilities ◽  
Low Socioeconomic ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
The Subject ◽  
Motivation And Learning

The purpose of this study was to determine the application of self-regulated learning interventions to increase learning motivation and learning abilities in junior high school students who come from families with low socioeconomic levels. The intervention was given for five sessions through psychoeducation and assignments. The subject of this study is a male, 15 years old. This study uses a qualitative method with a case study approach. Data analysis using triangulation techniques. The results of the analysis of observations, interviews, and assignment documents show that there are differences before and after the subject was given intervention. In general, self-regulated learning intervention has a positive impact on learning motivation and learning abilities of the subject. Several factors that support and inhibit intervention were explained. Some suggestions are given to develop the further intervention.

scholarly journals The utilization of junior high school mathematics national examination data: A conceptual error diagnosis

2017 ◽  
Vol 3 (2) ◽  
pp. 163 ◽  
Author(s):  
Kartianom Kartianom ◽  
Djemari Mardapi
Keyword(s):  
High School ◽  
Junior High School ◽  
Junior High ◽  
Classical Test Theory ◽  
School Mathematics ◽  
Test Theory ◽  
High School Mathematics ◽  
Error Diagnosis ◽  
National Examination ◽  
Quantitative Descriptive

The goal of the research is to gain insights into the characteristics of the items in the mathematics national examination, the attributes on which the items were formulated and the result of a conceptual error diagnosis of the mathematics materials based on the result of the junior high school mathematics national examination. This is quantitative descriptive research. The data were collected from 3,079 grade-nine students of junior high schools who took the National Examination in the academic year of 2015/2016. The sample was established randomly based on the package code of the examination which is P0C5520 with 574 students as the examinees. Documentation method was applied in collecting the data. The result of the research shows that – upon the implementation of the classical test theory – there are 16 items in ‘difficult’ category, 24 in ‘intermediate’ category, and no items in ‘easy’ category. Furthermore, upon the implementation of the item response theory, the result shows that 28 items are in ‘good’ category and 12 items are in ‘poor’ category. In addition, there are 50 attributes on which the Junior High School Mathematics National Examination test (package P0C520) is formulated. Four attributes are content attributes and the rest (46) are process skill attributes. The result of the diagnosis shows that there are 11 types of errors made by the students when trying to complete the content items. Most of the errors are conceptual errors related to the geometric materials especially in the sub-materials of polyhedron, triangles, and quadrangles.

scholarly journals Evaluation of Lesson Study on Lines and Angles

2020 ◽  
Vol 3 (01) ◽  
pp. 42-50
Author(s):  
Ke Yan ◽  
Hui Deng ◽  
Zhouli Huang
Keyword(s):  
High School ◽  
Junior High School ◽  
Lesson Study ◽  
Junior High ◽  
School Level ◽  
Traditional Teaching ◽  
Mathematical Software ◽  
High School Mathematics ◽  
High School Level ◽  
Development Methods

The intersection of two lines was studied in grade 7, junior high school. This geometry material is very important, as the basic 3 dimensions that students will learn at the high school level. Exploring and persuading the two properties of vertical lines is the most difficult thing in teaching. Traditional teaching uses methods such as observation, drawing, measurement, and comparison to derive the properties of vertical lines, and expresses the properties of vertical lines in finer words, which easily create greater difficulty for students to understand. This research uses research and development methods, tries to use mathematical software to teach lines and angles and optimizes the basic concept of lines and angles. The results of this study provide specific references to the graphs and geometry of junior high school mathematics.

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