Topics of Interest to Mathematics Teachers: Guidance: The Case for Mathematics

1951 ◽  
Vol 44 (2) ◽  
pp. 130-134
Author(s):  
William L. Schaaf
Keyword(s):  
High School ◽  
World War Ii ◽  
Mathematics Teachers ◽  
School Mathematics ◽  
High School Mathematics ◽  
World War ◽  
Guidance Counsellor ◽  
Good For ◽  
Do So

Twenty years ago one heard very little about “guidance” in high school mathematics. Many students took mathematics only because they were required to do so, or because they were told it was good for them. Other students took no mathematics- having been misguided by wellmeaning adults. World War II temporarily usurped the role of guidance counsellor. There was little doubt as to what had to be done.

Sound Off!: Why Do So Many Students Perform So Poorly in Higher-Level Mathematics

2003 ◽  
Vol 96 (2) ◽  
pp. 102-104
Author(s):  
Kathryn Risher
Keyword(s):  
High School ◽  
High School Students ◽  
Mathematics Teachers ◽  
Daily Basis ◽  
School Mathematics ◽  
High School Mathematics ◽  
School Students ◽  
Mathematics Courses ◽  
Do So ◽  
High School Mathematics Teachers

As high school mathematics teachers, my colleagues and I face this sad reality on a daily basis. After years of experience instructing teenagers in algebra, geometry, trigonometry, and calculus, we have recognized a number of forces that impede the success of high school students in higher-level mathematics courses. Many students and their parents either fail to recognize these forces or refuse to face them.

scholarly journals Junior high school mathematics teachers’ knowledge in calculators

2020 ◽  
Vol 5 (1) ◽  
pp. 80-93
Author(s):  
Isaac Bengre Taley ◽  
Matilda Sarpong Adusei
Keyword(s):  
High School ◽  
High School Students ◽  
Mathematics Teachers ◽  
Junior High School ◽  
Junior High ◽  
Real Life ◽  
School Mathematics ◽  
High School Mathematics ◽  
School Students ◽  
High School Mathematics Teachers

Helping junior high school students to use calculators and computers for problem solving and investigating real-life situations is an objective of the junior high school mathematics curriculum in Ghana. Ironically, there is a technological drought in junior high school mathematics instruction in Ghana, with a suspicion that mathematics teachers’ competency in the use of calculators for teaching may be the source of this lack of use. This study sought to establish a correlation between junior high school mathematics teachers’ competence and the motivation supporting the use of calculators in teaching.  A descriptive survey comprising of a test and questionnaire was used to collect data from junior high school mathematics teachers in an educational district in Ghana. Teacher characteristics such as educational attainment, age, and gender in relation to teachers’ competency in the use of calculators were discussed in the study. The results showed that about 70% of the teachers exhibited a low level of calculator competence. Besides, novice teachers outperformed expert teachers in the calculator competency-based test. Additionally, mathematics teachers’ enthusiasm for using calculators in teaching was directly associated with the teachers’ level of competency. The findings may send a signal to stakeholders in their efforts to revising the Ghana JHS curriculum in order to actualize the curriculum desire for the integration of technology in the teaching and learning of JHS mathematics.

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