An Unexpected Field

A Current problem in high school mathematics education is what mathematical topics ought to be taught to twelfth-grade high school students. Woodby (1965), in a survey of emerging twelfth-grade programs, concluded that no particular program seems to be the most appropriate one at the present time; however, he noted that both acceleration and enrichment were included in what he termed “strong mathematics programs.” Many writers feel that acceleration is often overemphasized. For example, Grossman (1962) argues that too often enrichment is slighted in favor of acceleration.

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Experimental Programs: An Experimental Twelfth-Grade Mathematics Course

Mathematics Teacher ◽

10.5951/mt.60.4.0375 ◽

1967 ◽

Vol 60 (4) ◽

pp. 375-380

Author(s):

Hyman Gabai

Keyword(s):

High School ◽

High School Students ◽

Mathematics Education ◽

Current Problem ◽

School Mathematics ◽

High School Mathematics ◽

School Students ◽

Twelfth Grade ◽

A Current ◽

Mathematics Course

A Current problem in high school mathematics education concerns the question of what mathematical topics ought to be taught to twelfth-grade high school students.

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Junior high school mathematics teachers’ knowledge in calculators

JRAMathEdu (Journal of Research and Advances in Mathematics Education) ◽

10.23917/jramathedu.v5i1.9523 ◽

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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Experimental Programs: Concepts of mathematics—a unique program of high school mathematics for the gifted student

Mathematics Teacher ◽

10.5951/mt.56.1.0026 ◽

1963 ◽

Vol 56 (1) ◽

pp. 26-30

Author(s):

Wilma E. Rollins ◽

Stanley P. Brown ◽

Arnold O. Johnson ◽

Anthony G. Soychak ◽

Peter L. Dionne ◽

...

Keyword(s):

High School ◽

High School Students ◽

Practical Method ◽

School Mathematics ◽

Gifted Student ◽

Intellectual Stimulation ◽

High School Mathematics ◽

School Students ◽

National Defense Education Act ◽

Education Act

For the past two years, the Maine State Department of Education under a Title VII grant from the National Defense Education Act has sponsored the television program, “Concepts of Mathematics.” Three commercial television stations in Maine and one educational station in New Hampshire have cooperated in televising this program of advanced high school mathematics to capable high school sophomores, juniors, seniors, and adult viewers. The objective of this program was to identify and evaluate an economical and practical method of providing intellectual stimulation to gifted high school students.

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Problem-solving Techniques with Microcomputers

Mathematics Teacher ◽

10.5951/mt.79.8.0598 ◽

1986 ◽

Vol 79 (8) ◽

pp. 598-655

Author(s):

William E. Haigh

Keyword(s):

High School ◽

High School Students ◽

Problem Solving ◽

School Mathematics ◽

High School Mathematics ◽

School Students ◽

Second Derivatives ◽

Mathematical Techniques ◽

Conventional Manner ◽

Derivatives Of

The first recommendation in An Agenda for Action (NCTM 1980) is that problem solving “be the focus of school mathematics in the 1980s.” Too often, high school mathematics courses avoid interesting and challenging problems because students lack the necessary background to solve the problems in a conventional manner. Many of these problems are interesting to students; but, because these students cannot find limits or derivatives of functions or use “advanced” mathematical techniques they are unable to pursue such problems. For example, maximum-minimum problems are usually introduced after students have experienced some work in calculus involving first and second derivatives. Most high school students are capable of understanding problems involving maximum and minimum values and, with the exception of understanding differentiation and application of differentiation techniques, are capable of handling the necessary mathematical skills that are involved in the solution of such problems.

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Connecting Research to Teaching: Cooperative Learning and Its Effects in a High School Geometry Classroom

Mathematics Teacher ◽

10.5951/mt.96.2.0112 ◽

2003 ◽

Vol 96 (2) ◽

pp. 112-116

Author(s):

Angela L. E. Walmsley ◽

Joe Muniz

Keyword(s):

High School ◽

High School Students ◽

Cooperative Learning ◽

Active Role ◽

School Mathematics ◽

High School Mathematics ◽

School Students ◽

Mathematics Classrooms ◽

High School Geometry ◽

Learning Mathematics

During our experiences as high school mathematics teachers, we have discovered these three things. First, many high school students do not like to take mathematics courses. These students sometimes find that mathematics is boring and believe that it will be of no use to them after they graduate from high school. Stuart (2000) states that many people think of mathematics as something that causes stress and is unpleasant. Such students have high anxiety about learning mathematics and trying to succeed. Second, students have difficulty expressing their thoughts on paper or in front of their mathematics class. This phenomenon may occur because many traditional mathematics classrooms foster a competitive atmosphere among students (Johnson and Johnson 1989). Third, the students are not accustomed to taking an active role in learning mathematics. In light of these discoveries, we wanted to find a method of teaching high school mathematics classes that would help our students understand and enjoy the mathematics. In particular, we asked the following question: Would our students understand and enjoy mathematics more if we tried a cooperative learning approach rather than the traditionally taught teacher-centered method?

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

Mathematics Teacher ◽

10.5951/mt.96.2.0102 ◽

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.

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Un estudio exploratorio sobre los errores y las dificultades del alumnado de Bachillerato respecto al concepto de derivada

Aula Abierta ◽

10.17811/aula_abierta.47.4.2018.449-462 ◽

2018 ◽

Vol 47 (4) ◽

pp. 449

Author(s):

Antonio González-García ◽

Laura Muñiz-Rodríguez ◽

Luis José Rodríguez-Muñiz

Keyword(s):

High School ◽

High School Students ◽

Prior Knowledge ◽

Exploratory Study ◽

Mathematical Problem ◽

School Mathematics ◽

High School Mathematics ◽

Teaching Techniques ◽

School Students

RESUMENLos errores que comete el alumnado al resolver una tarea matemática suponen una herramienta poderosa para detectar dificultades en el aprendizaje de esta disciplina. Su diagnóstico permite el desarrollo de técnicas de enseñanza que eviten o remedien su cometido. Este artículo presenta los resultados de un estudio exploratorio cuyo objetivo es analizar los errores que comete el alumnado al estudiar el concepto de derivada de una función. Para ello se examinaron los errores cometidos por 27 estudiantes de 1º de Bachillerato durante la resolución de una serie de ejercicios. Los resultados permiten identificar aquellas categorías en las que los estudiantes cometen mayores errores en el estudio de la derivada. El análisis también revela dificultades causadas por un aprendizaje deficiente de conocimientos previos. Todo ello invita a reflexionar sobre la necesidad de fomentar un análisis lógico y coherente de los conceptos, del lenguaje y de las soluciones, a la hora de resolver problemas matemáticos.Palabras Clave: Bachillerato, Derivada, Dificultades, Errores, Matemáticas.ABSTRACTThe errors that students make when solving a mathematical problem are a powerful tool to detect difficulties in the learning of this discipline. Their diagnosis allows the development of teaching techniques that avoid or rectify their commission. This article presents the results of an exploratory study which aims at analyzing the errors that students make when studying the concept of derivative of a function. To this end, the errors made by 27 high school students during the resolution of a series of exercises are examined. The results allow to identify those categories in which students make a higher number of errors when studying the derivative. The analysis also reveals difficulties caused by poor learning of prior knowledge. The later invites to reflect on the need to promote a logical and coherent analysis of concepts, language and solutions, when solving mathematical problems.Keywords: Derivative, Difficulties, Errors, High school, Mathematics.

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Common errors made in general mathematics by high school students of Louisiana

Mathematics Teacher ◽

10.5951/mt.48.4.0228 ◽

1955 ◽

Vol 48 (4) ◽

pp. 228-231

Author(s):

Rogers E. Randall

Keyword(s):

High School ◽

High School Students ◽

High School Graduates ◽

School Mathematics ◽

High School Mathematics ◽

School Students ◽

Know How ◽

Made In

Evidence continues to accumulate that our high school graduates do not know how to compute; however, in striving to improve computation, care should be taken that this does not overshadow the more important mathematical goals in our high school mathematics classes.

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