Experimental Programs: Textbook difficulty and mathematics achievement in junior high school

1965 ◽  
Vol 58 (8) ◽  
pp. 724-729
Author(s):  
L. Doyal Nelson
Keyword(s):  
Mathematics Achievement ◽  
Junior High School ◽  
School Mathematics ◽  
Mathematics Textbooks ◽  
Considerable Time ◽  
Text Book ◽  
Mathematical Ideas ◽  
Content Organization ◽  
And Mathematics

The importance of the role of the text-book in determining the content, organization, and mode of presentation of school mathematics can hardly be overemphasized. In recent years various groups and individuals have devoted considerable time and effort to the production of school mathematics textbooks with content strikingly different from that found in traditional textbooks. Probably more striking are the changes which have occurred in the methods of organizing and presenting the material. These changes have generated increased interest in the question of whether there is any one method of presenting mathematical ideas which is superior to all others in promoting maximum learning efficiency on the part of students.

scholarly journals Relationship between Creative Thinking and Students Academic Performance in English Language and Mathematics: The Moderating Role of Gender

2019 ◽  
pp. 1-10
Author(s):  
Mahama, Inuusah ◽  
Kwaw, Regine ◽  
Mensah, Kwame Jonathan ◽  
Acheampong, Ebenezer ◽  
Marfo, Richard
Keyword(s):  
Academic Performance ◽  
High School Students ◽  
Junior High School ◽  
Creative Thinking ◽  
English Language ◽  
Language And Mathematics ◽  
And Mathematics ◽  
The Relationship ◽  
Moderating Role

Aims: This study sought to explore the moderating role of gender in the relationship between creative thinking and academic performance in English Language and Mathematics among Junior High School students in the Aboom Circuit, Cape Coast. Study Design: The design for the study is correlational espousing the quantitative approach. The study was guided by two research hypotheses, which were tested using Pearson Product-Moment Correlation and Andrew F. Hayes Moderation Process. The instruments for the data collection were Kumar, Kemmler and Holman (1997) Creativity Styles Questionnaire-Revised (CSQ-R) and standardised-type test developed by experts in the various subject areas. Results: The study revealed significant relationship between creative thinking and academic performance of students (English Language: r=.432, n=140, p=0.05, p=.003, 2-tailed; Mathematics: r=.401, n=140 p=0.05, p=0.000, 2-talied). The study further revealed that gender moderated significantly in the relationship between creativity and academic performance (English Language: b=-.276, t=-2.398, CI= -.485, -.088; Mathematics: b=-.300, t=-2.198, CI= -.564, -.070). As such, male respondents had higher creative thinking effect in English Language and Mathematics than female respondents (b=.371, t=4.608, CI [.212, .530; b=.219, t=2.286, CI [.030, .407]). Conclusion: Creative thinking indeed relates to performance, as such, it was recommended  that creative thinking should be nurtured among all students in J.H.S. In addition, stakeholders in education should consider including creative thinking in the curriculum and pay special attention to nurturing creative think in female students so that they could match up with their male counterparts.

The Readability of Junior High School Mathematics Textbooks

1969 ◽  
Vol 62 (4) ◽  
pp. 289-291
Author(s):  
Frank Smith
Keyword(s):  
High School ◽  
Junior High School ◽  
School System ◽  
Junior High ◽  
School Mathematics ◽  
Mathematics Textbooks ◽  
High School Mathematics ◽  
Small Minority ◽  
Small System ◽  
Large School

Choosing a textbook is a very difficult and trying task. This is true whether it is done by an individual or a committee, or for a large school system with many students or a small system with only a few. The same shoe fits only a small number; the same menu satisfies the taste of only a small minority.

scholarly journals Examining the Role of Spatial Skills and Mathematics Motivation on Middle School Mathematics Achievement

2020 ◽  
Author(s):  
Kinnari Atit ◽  
Jason R. Power ◽  
Norma Veurink ◽  
David Uttal ◽  
Sheryl Sorby ◽  
...  
Keyword(s):  
Middle School ◽  
Mathematics Achievement ◽  
Hierarchical Linear Modeling ◽  
Spatial Skills ◽  
Linear Modeling ◽  
School Students ◽  
Science Technology ◽  
Mathematics Motivation ◽  
And Mathematics

Background: Spatial skills and mathematical ability have been repeatedly identified as criticalfor achievement in Science, Technology, Engineering, and Mathematics (STEM). Previous studies have identified correlations between spatial skills and mathematical achievement; however, questions remain regarding improvements in non-spatial areas associated with STEM achievement. The current study examined whether competency in spatial skills could be related to individuals’ motivation for mathematics. Measures of spatial skills and mathematics motivation were completed by 1,056 seventh grade students.Results: Using hierarchical linear modeling, spatial skills and math motivation were examined relative to students’ performance on a state standardized mathematics subtest. Results indicate that spatial skills and motivation interact to significantly predict students’ mathematics performance.Conclusions: These results suggest that spatial skills in combination with motivation play a significant role in middle school students’ mathematics achievement.

Mathematics Participation and Mathematics Achievement Across Secondary School: The Role of Gender

Sex Roles ◽  
2008 ◽  
Vol 59 (7-8) ◽  
pp. 568-585 ◽  
Author(s):  
Eva Van de gaer ◽  
Heidi Pustjens ◽  
Jan Van Damme ◽  
Agnes De Munter
Keyword(s):  
Mathematics Achievement ◽  
Secondary School ◽  
And Mathematics

Colors, geometric forms, art, and mathematics

1967 ◽  
Vol 14 (6) ◽  
pp. 448-452
Author(s):  
Thomas P. Hillman
Keyword(s):  
High School ◽  
Junior High School ◽  
Junior High ◽  
Pop Art ◽  
Mathematical Ideas ◽  
Art And Mathematics ◽  
High School Classrooms ◽  
Subject Areas ◽  
And Mathematics ◽  
Geometric Designs

With the rising popularity of “pop” art, “op” art. and stunning geometric designs in femi nine fashions, the author is reminded how easily art and mathematics can be closely related, especially in the upper elementa ry school or junior high school classrooms. For students who have been convinced that mathematics is always associated with calculations or manipulations (or even hallucinations!), the following suggestions can arouse new interest in mathematics—and perhaps reestablish vigorous efforts when regular mathematical topics are pursued again. These lessons arc introductory art lessons that have ma thematical overtones, and it is im portant that the student not become too burdened with the mathematical ideas at the expense of losing interest in art. The concepts in both subject areas are simple and basic. and each student is given an opportunity to discover relationships for himself—in art as well as in mathematics.

Mathematics Processes and Computers in the Junior High School

1984 ◽  
Vol 77 (8) ◽  
pp. 628-630
Author(s):  
Gerald Kulm
Keyword(s):  
High School ◽  
Junior High School ◽  
Computer Literacy ◽  
Junior High ◽  
Mathematics Learning ◽  
School Level ◽  
High School Level ◽  
One Step ◽  
And Mathematics

As computer literacy and programming ability increase at the elementary and junior high school levels, more thought must be given to the role of computers in mathematics learning. One step to be taken at the high school level is to accept Gerald Rising's (1983) suggestion to separate computer science and mathematics. This proposal is an excellent one and would help us to focus on ways to improve mathematics learning through the use of computers.

scholarly journals EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE TEAMS GAMES TOURNAMENT DENGAN TEKNIK KANCING GEMERINCING PADA POKOK BAHASAN BANGUN RUANG SISI DATAR DITINJAU DARI KEMAMPUAN KOMUNIKASI MATEMATIS SISWA KELAS VIII SMP NEGERI SE-KABUPATEN WONOGIRI 2013/2014

2014 ◽  
Vol 4 (2) ◽  
Author(s):  
Annisa Swastika ◽  
Mardiyana Mardiyana ◽  
Sri Subanti
Keyword(s):  
High School Students ◽  
Mathematics Achievement ◽  
Cooperative Learning ◽  
Direct Instruction ◽  
Junior High School ◽  
Learning Model ◽  
Ability Test ◽  
Communication Ability ◽  
And Mathematics ◽  
Instruction Model

<p><strong>Abstract: </strong>The aim of this research was to reveal the effect of TGT cooperative learning model with talking chips technique, TGT cooperative learning model, and direct learning model to the mathematics achievement in polyhedron subject viewed from mathematics communication ability. The type of this research was a quasi-experimental by 3x3 factorial design. The population was the eighth grade of Junior High School students at Wonogiri regency on academic year 2013/2014. The sample was taken by using stratified cluster random sampling technique. The instruments used for collecting data were mathematics achievement test and mathematics communication ability test. Analysis of the data used was unbalanced two-way analysis of variance. The conclusion of this research shows that TGT cooperative learning model with talking chips technique gives the same achievement as TGT cooperative learning model, but gives better achievement than direct instruction model, and TGT cooperative learning model gives better achievement than direct instruction model. It shows the same result in each categories of mathematics communication ability. Another conclusion shows that students with high mathematics communication ability have the same achievement as students with middle mathematics communication ability but they have better achievement than students with low mathematics communication ability, and students with middle mathematics communication ability have better achievement than students with low mathematics communication ability. It shows the same result in each learning model.<strong></strong></p><strong>Key words</strong>: TGT, Talking Chips, and mathematics communication ability

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