Sums of Consecutive Positive Integers

1975 ◽  
Vol 68 (1) ◽  
pp. 18-21
Author(s):  
Robert W. Prielipp ◽  
Norbert J. Kuenzi
Keyword(s):  
Secondary School ◽  
Solving Equations ◽  
University Level ◽  
The University ◽  
Positive Integers ◽  
Secondary School Pupils

What is mathematics? For many secondary school pupils, it is solving equations, evaluating determinants, using synthetic division, or finding a derivative. All too frequently what the student does is more closely related to bookkeeping than to real mathematics. Perhaps this is why we have so many prospective mathematic majors at the university level who breeze through calculus but who never seem able to cope with “abstract mathematics.” Their manipulative skills are adequate, but their ability to think has never been developed.

scholarly journals EinFach Logistik. Nauczanie niemieckiego języka logistyki – źródła inspiracji oraz nowe wyzwania dla logistyków i germanistów

2016 ◽  
pp. 15-28
Author(s):  
Karol Górski ◽  
Tomasz Janiak
Keyword(s):  
Labor Market ◽  
Secondary School ◽  
Secondary School Students ◽  
Close Correlation ◽  
Market Demand ◽  
School Students ◽  
Training Outcome ◽  
Education Environment ◽  
University Level ◽  
The University

Driven by sociolinguistic inspirations, the authors make an attempt to assess the teaching of German logistics language in Poland for professional purposes against a broadly understood logistic education and emphasize the aspect of close correlation of the linguistic training outcome with the labor market demand. The intention of the authors is to highlight an important component of the education environment, namely the need to interrelate the proper content-oriented knowledge with linguistic skills of the logistic secondary school students and the university level students dealing with logistics.

scholarly journals The Mapping of Geography Courses at Universiti Pendidikan Sultan Idris with a Standard Curriculum for Secondary School in Malaysia/ Pemetaan Kursus Geografi di Universiti Pendidikan Sultan Idris dengan Kurikulum Standard Sekolah Menengah di Malaysia

2019 ◽  
Vol 11 (3) ◽  
Author(s):  
Mohmadisa Hashim ◽  
Hanifah Mahat ◽  
Nasir Nayan ◽  
Yazid Saleh ◽  
Koh Liew See
Keyword(s):  
Secondary School ◽  
School Curriculum ◽  
Physical Geography ◽  
Relationship Matrix ◽  
Standard Curriculum ◽  
Bachelor Of Education ◽  
University Department ◽  
University Level ◽  
The University ◽  
The Relationship

The purpose of this article is to map the curriculum of Bachelor of Education in Geography programme with the Standard Document of Curriculum and Assessment (DSKP) in school. An analysis of  document been implemented to examine the linkages between the geography curriculum at Universiti Pendidikan Sultan Idris (UPSI) towards the geography subject in Standard Curriculum for Secondary School  (KSSM) of form one, two and three. The relationship matrix of paralleled themes was identified with the ATLAS.ti software. The themes examined comprised of physical geography, human geography and geographic skills. The results showed that 14 out of 16 courses of BED Geography were parallel with the Geography DSKP for form 1 to 3. There were eight topics in the DSKP of KSSM Geography that were not related in any Geography BED Instructional Plan, which involved two form 1 topics, titled Kedudukan and Lakaran Peta Malaysia; three form 2 topics, namely Telekomunikasi di Malaysia, Jenis dan Kemajuan Pengangkutan di Asia and Teknologi Hijau; and three form 3 topics, namely Tumbuh-Tumbuhan Semula Jadi di Malaysia, Hidupan Liar di Malaysia and Kitar Semula. The results showed that the university department need to improve the existing courses and there was a need for an addition of relevant courses to the Geography BED programme to aligned with the latest school curriculum. The findings of this study will be able to improve the education system at the university level in order to produce prospective geography teachers with the latest knowledge and the 21st century skills.

scholarly journals High School to University in Ontario: Did an Extra Year Make a Difference?

2005 ◽  
Vol 35 (2) ◽  
pp. 99-119
Author(s):  
Patrick Brady ◽  
Philip Allingham
Keyword(s):  
Secondary School ◽  
Teacher Education Program ◽  
First Year ◽  
Post Secondary Education ◽  
Credit System ◽  
Academic Credit ◽  
Post Secondary ◽  
Significant Difference ◽  
University Level ◽  
The University

This study examined perceptions of preparedness for post-secondary education in the province of Ontario. Participants were 272 university students enrolled in the first year of a four-or five-year concurrent teacher education program and represented two distinctive groups: (a) entrants who had completed the old five-year Ontario Academic Credit system, and (b) those who were admitted to university via the new four-year program. They responded to a questionnaire which inquired into the degree to which they believed that their final year of secondary school had adequately prepared them for the transition to university level studies. Although data analysis did not reveal any significant difference between the two groups in terms of academic achievement, Grade 12s reported feeling less prepared overall for the challenges of university, especially in terms of the acquisition of specific academic skills, as well as adjustment to the university social milieu.

Supplementing the Graphing Curriculum

1992 ◽  
Vol 85 (5) ◽  
pp. 336-341
Author(s):  
Calvin Piston
Keyword(s):  
Secondary School ◽  
School Level ◽  
Traditional Curriculum ◽  
Graphical Data ◽  
Secondary School Level ◽  
Full Power ◽  
University Level ◽  
The University ◽  
Nonstandard Problem

Most students, both at the secondary school level and the university level, have a great deal of trouble understanding graphs. Even many of the best students seem to have inadequate intuition and understanding when confronted with a nonstandard problem involving interpretation of data represented graphically (see, e.g., Monk [1988]). Students need improved skill in interpretation of graphical data to respond better to information that assails them daily, both outside and inside the classroom. This article presents some suggestions for supplementing the traditional curriculum that serve to help develop the full power of graphs.

scholarly journals English Communication Competence: Expectations and Challenges (A Case in Indonesia)

2018 ◽  
Vol 7 (6) ◽  
pp. 184
Author(s):  
Dwi Poedjiastutie ◽  
Zetty Aqmi Amrin ◽  
Yongki Setiawan
Keyword(s):  
Secondary School ◽  
Communication Competence ◽  
School Curriculum ◽  
English Department ◽  
Interpretive Research ◽  
Gradual Development ◽  
Secondary School Curriculum ◽  
University Level ◽  
The University ◽  
Department Chairman

English communication in Indonesian schools poses a lot of challenges. These are especially related to the factors involved in education as secondary school curriculum. Indonesia high school curriculums are usually constructed using top-down approach. This approach is suspected to contribute students’ communication development at later stage in university level. Communication courses at tertiary level are expected to equip students with more advanced communication level than at secondary school so the gradual development of students’ communication level can be attained. Several researches have been conducted to disclose those issues. However, a little attention is given to reveal the expectations and challenges from both students and teachers respectively. Due to that, this study is intended to examine factors inhibit the development of communication competence of the university students. An interpretive research paradigm was employed in this study. Speaking teachers at English Department (ED) were selected using convenient sampling. Expectation and challenges of developing communication level at DS University (DSU) are revealed from both students and teachers. Both cohorts expect the English Department Chairman to take serious steps to face upcoming globalization in which improving communication competence of ED graduates are urgent.

Thathir Quality Scholarship Program For Students At University level

2018 ◽  
Vol 2 (3) ◽  
pp. 206-219
Author(s):  
Louay Qais Abdullah ◽  
Duraid Faris Khayoun
Keyword(s):  
College Students ◽  
Life Sciences ◽  
Economic Feasibility ◽  
First Year ◽  
Grant Program ◽  
Scholarship Program ◽  
University Level ◽  
Faculty Of Education ◽  
The University ◽  
The Relationship

The study focused basically on measuring the relationship between the material cost of the students benefits program and the benefits which are earned by it, which was distributed on college students in the initial stages (matinee) and to show the extent of the benefits accruing from the grant program compared to the material burdens which matched and the extent of success or failure of the experience and its effect from o scientific and side on the Iraqi student through these tough economic circumstances experienced by the country in general, and also trying to find ways of proposed increase or expansion of distribution in the future in the event of proven economic feasibility from the program. An data has been taking from the data fro the Department of Financial Affairs and the Department of Studies and Planning at the University of Diyala with taking an data representing an actual and minimized pattern and questionnaires to a sample of students from the Department of Life Sciences in the Faculty of Education of the University of Diyala on the level of success and failure of students in the first year of the grant and the year before for the purpose of distribution comparison. The importance of the study to measure the extent of interest earned in comparision whit the material which is expenseon the program of grant (grant of students) to assist the competent authorities to continue or not in the program of student grants for the coming years.

Thai Buddhist Meditation Practice Tradition and a Case Study

2020 ◽  
pp. 12-15
Author(s):  
Somboon Watana, Ph.D.
Keyword(s):  
Present Article ◽  
Practice Research ◽  
Meditation Practice ◽  
Master Teachers ◽  
Buddhist Meditation ◽  
Good Deed ◽  
University Level ◽  
The University ◽  
The Buddha

Thai Buddhist meditation practice tradition has its long history since the Sukhothai Kingdom about 18th B.E., until the present day at 26th B.E. in the Kingdom of Thailand. In history there were many well-known Buddhist meditation master teachers, i.e., SomdejPhraBhudhajaraya (To Bhramarangsi), Phraajarn Mun Puritatto, Luang Phor Sodh Chantasalo, PhramahaChodok Yanasitthi, and Buddhadasabhikkhu, etc. Buddhist meditation practice is generally regarded by Thai Buddhists to be a higher state of doing a good deed than doing a good deed by offering things to Buddhist monks even to the Buddha. Thai Buddhists believe that practicing Buddhist meditation can help them to have mindfulness, peacefulness in their own lives and to finally obtain Nibbana that is the ultimate goal of Buddhism. The present article aims to briefly review history, and movement of Thai Buddhist Meditation Practice Tradition and to take a case study of students’ Buddhist meditation practice research at the university level as an example of the movement of Buddhist meditation practice tradition in Thailand in the present.

PENERAPAN METODE SCAMPER DALAM MENGEMBANGKAN KEMAMPUAN PEMECAHAN MASALAH DITINJAU DARI MOTIVASI MAHASISWA PENDIDIKAN MATEMATIKA UNIVERSITAS SEMBILANBELAS NOVEMBER KOLAKA

2020 ◽  
Vol 4 (2) ◽  
pp. 43
Author(s):  
Tahir Tahir ◽  
Murniati Murniati
Keyword(s):  
Problem Solving ◽  
Mathematics Learning ◽  
Average Increase ◽  
Learning Methods ◽  
Problem Solving Skills ◽  
Tertiary Institutions ◽  
Study Programs ◽  
University Level ◽  
General Goals ◽  
The University

This research is based on learning in tertiary institutions which requires more active, independent and creative learners. of the importance of using appropriate learning methods in mathematics learning at the university level. SCAMPER is a technique that can be used to spark creativity and help overcome challenges that might be encountered in the form of a list of general goals with ideas spurring questions. This research aims to develop students' problem solving skills using the SCAMPER method in terms of student motivation. The population in this study were all semester V students of mathematics education study programs, which were also the research samples. From the analysis of the data it was found that the SCAMPER method was better in developing students' problem solving abilities with an average increase of 0.52 compared to conventional methods with an average increase of 0.45. In addition there is a difference between improving students' problem solving abilities when viewed from their motivation. But there is no interaction between motivational factors and learning methods.

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