Geometry is more than proof

1981 ◽  
Vol 74 (1) ◽  
pp. 11-18 ◽  
Author(s):  
Alan Hoffer
Keyword(s):  
High School ◽  
First Year ◽  
First Year Students ◽  
The Subject ◽  
The University

Each year we ask many of our first-year students at the University of Oregon to list the mathematical subjects or topics that they liked best and topics they liked least in their precollege classes. Although several subjects were “favorites,” the subject that was almost universalJy disliked was geome- try in high school.

Motivational Priorities Analysis of Consumers

2015 ◽  
Vol 4 (3) ◽  
pp. 61-66
Author(s):  
Булгакова ◽  
V. Bulgakova
Keyword(s):  
Higher Education ◽  
High School ◽  
Academic Progress ◽  
First Year ◽  
First Year Students ◽  
Technological Institute ◽  
Profile Changes ◽  
Motivational Profile ◽  
The University ◽  
Graduating Students

The article discloses logic and accumulates key findings of the research of motivational priorities of first-year students of Biysk technological Institute (branch) and potential applicants (graduating students of high school of Biysk town). The research was conducted in the autumn 2014. This research shows how much seriously respondents take higher education and choice of the University and what an important thing of their future university is. Also the research let us determine if respondents’ motivational profile changes because of parametric characterization such as sex, academic progress, specialisation, etc, and if there are some differences in motives of getting higher education and choice of the university of potential and real applicants.

scholarly journals Determinants of Cumulative GPA of First Year Widyatama University Students

2018 ◽  
Vol 7 (4.34) ◽  
pp. 267
Author(s):  
Farida Nursjanti ◽  
Indra Taruna ◽  
Shinta .
Keyword(s):  
High School ◽  
Stepwise Multiple Regression ◽  
First Year ◽  
Exam Score ◽  
Prospective Students ◽  
First Year Students ◽  
Entrance Exam ◽  
Independent Variables ◽  
Students First ◽  
The University

As a private college-oriented quality, Widyatama University has some quality commitments including receiving potential prospective students and giving priority to customer satisfaction. However, the university only uses entrance exam score, does not use previous academic performance such as national exam score to select potential prospective students. The aims of this research were to examine and to evaluate the factors which affect students’ First Year Cumulative GPA (FYCGPA) in Widyatama University. This research also investigated the determinants of students’ FYCGPA by the factors to explain variances in FYCGPA. This research used gender, major in high school, national exam score and entrance exam score as independent variables. Stepwise multiple regression analysis was carried out in this study. The result indicated that gender, entrance exam score, and major in high school have significant effect to FYCGPA. The model used in this study showed that 24.6% of the variances in FYCGPA can be explained by gender, entrance exam score, and major in high school. This results show that Widyatama University should consider more factors in selecting potential prospective students and providing services to first year students.  

scholarly journals The Importance of First Semester Seminars for At-Risk First-Year Students: Analysis of Student Skills and Time Spent on Class Preparation

2021 ◽  
Vol 11 (9) ◽  
pp. 510
Author(s):  
David E. Reed ◽  
Guinevere Z. Jones
Keyword(s):  
High School ◽  
At Risk ◽  
First Year ◽  
Social Changes ◽  
Student Survey ◽  
First Year Students ◽  
First Semester ◽  
High School To College ◽  
Transition From High School ◽  
The University

The high-school-to-college transition can be difficult as students are adapting to a multitude of academic and social changes simultaneously. The University of Wyoming has created a first-semester program targeted at development of student skills for at-risk students using paired first-year seminar classes. Using student survey data from both pre- and post-course series, students were asked how important they thought academic and non-academic skills were as well as how much preparation time they were spending outside of class. Results from this work show large changes in the importance of skills and time spent studying during the transition from high school to college. This highlights the need to focus specifically on teaching skills to help students through the transition and suggests that not all skills are equal and data shows that students take longer than one semester to match their expected and actual amounts of time they spend outside of class studying.

scholarly journals Methodology to Analyze the Effectiveness of ESD in a Higher Degree in Education: A Case Study

2019 ◽  
Author(s):  
Rocío Valderrama-Hernández ◽  
Fermín Sánchez-Carracedo ◽  
Lucía Alcántara-Rubio ◽  
Dolores Limón-Domínguez
Keyword(s):  
Learning Outcomes ◽  
Primary Education ◽  
Learning Objectives ◽  
The Other ◽  
First Year ◽  
First Year Students ◽  
The Subject ◽  
The University ◽  
Work Done

This paper presents a methodology to evaluate (1) to what extent students of a higher degree in the field of education acquire sustainability competencies, and (2) to determine whether the subjects that develop the ESD achieve their learning objectives. The methodology is applied to a case study. The instruments used are the sustainability survey and the sustainability presence map developed by the EDINSOST project. The survey consists of 18 questions, and has been answered by 104 first-year students and 86 fourth-year students belonging to the Bachelor Degree in Primary Education Teaching at the University of Sevilla. The Mann-Whitney U test has been used to compare the results of the two groups, and Cohen's D has been used to measure the effect size. Students only obtain significant improvements, with 95% confidence, in three questions (Q4, Q5 and Q6), all concerning critical thinking and creativity. An improvement is also detected in question Q11, with a confidence of 90%. However, no subject in the curriculum develops the learning outcomes concerning questions Q4, Q5 and Q6, and only one subject develops the learning outcomes regarding question Q11. On the other hand, up to five subjects declare development of the learning outcomes regarding questions in which there is no improvement in student learning. These results suggest that the subjects are failing to reach their ESD learning objectives, and that the students are either trained in sustainability outside the university or the subject learning guides do not reflect the work done by the students throughout their studies

scholarly journals UMA PROPOSTA AO USO DO WINPLOT NO ENSINO DE FUNÇÕES QUADRÁTICAS NAS TURMAS DO PROEJA

2015 ◽  
Vol 37 ◽  
pp. 592
Author(s):  
Rodrigo Carvalho Dias ◽  
Edson Luiz Kraemer ◽  
César De Oliveira Zica
Keyword(s):  
High School ◽  
Adult Learners ◽  
First Year ◽  
Square Function ◽  
First Year Students ◽  
Teachers And Students ◽  
The Subject

http://dx.doi.org/10.5902/2179460X14622In the light of the difficulties most first-year students at high school face regarding the learning of mathematics contents, this study proposes some activities aiming at teaching square function using the win-plot software as a tool. At the beginning these activities were designed to be applied in the first year of the PROEJA course (a high school course integrated to a technical one for adult learners) at Instituto Federal do Tocantins, however it can be useful for any student who is learning square function. The activities proposed do not intend to replace the formal and algebraic teaching of the subject, yet they aim to offer teachers and students an interesting option to build graphs in an interactive and agile way. Through graph animation tools, we intend to make some relations between the parameters and the behavior of the graph, always presenting the mathematics explanation of the relation observed at the end of the activity.

scholarly journals Methodology to Analyze the Effectiveness of ESD in a Higher Degree in Education. A Case Study

2019 ◽  
Vol 12 (1) ◽  
pp. 222 ◽  
Author(s):  
Rocío Valderrama-Hernández ◽  
Fermín Sánchez-Carracedo ◽  
Lucía Alcántara Rubio ◽  
Dolores Limón-Domínguez
Keyword(s):  
Sustainable Development ◽  
Learning Outcomes ◽  
Learning Objectives ◽  
First Year ◽  
First Year Students ◽  
Know How ◽  
The Subject ◽  
The University ◽  
Work Done

This paper presents a methodology to evaluate (1) to what extent students of a higher degree in the field of education acquire sustainability competencies, and (2) to determine whether the subjects that develop Education for Sustainable Development (ESD) achieve their learning objectives. The methodology is applied to a case study. The instruments used are the sustainability survey and the sustainability presence map developed by the EDINSOST project. The survey consists of 18 questions, and has been answered by 104 first-year students and 86 fourth-year students belonging to the Bachelor Degree in Primary Education Teaching at the University of Seville. The Mann-Whitney U test has been used to compare the results of the two students groups, and Cohen’s D has been used to measure the effect size. Students only obtain significant improvements, with 95% confidence, in three questions: Q4 (I know procedures and resources to integrate sustainability in the subjects), Q5 (I analyze the opportunities presented in the subjects to plan educational projects to integrate sustainability) and Q6 (I design educational projects from the perspective of sustainability), all concerning critical thinking and creativity. An improvement is also detected in question Q11 (I know how to develop myself satisfactorily in community educational projects, encouraging participation), with a confidence of 90%. Surprisingly, no subject in the curriculum develops the learning outcomes concerning questions Q4, Q5 and Q6, and only one subject develops the learning outcomes regarding question Q11. However, up to five subjects declare development of the learning outcomes regarding questions in which there is no improvement in student learning. These results suggest that the subjects are failing to reach their ESD learning objectives, and that the students are either trained in sustainability outside the university or the subject learning guides do not reflect the work done by the students throughout their studies.

Some Considerations Appertaining to the Content of High School Mathematics

1934 ◽  
Vol 27 (1) ◽  
pp. 41-52
Author(s):  
Gordon R. Mirick
Keyword(s):  
High School ◽  
Point Of View ◽  
School Mathematics ◽  
First Year ◽  
Analytic Geometry ◽  
High School Mathematics ◽  
First Year Students ◽  
Mathematics Courses ◽  
Solid Geometry ◽  
The Subject

Recent years have witnessed a change in the content of courses in mathematics for the seventh, eighth and ninth grades. There has been a change not only in content but in the point of view in the teaching of the subject. A study of the mathematics courses offered to first-year students in our various colleges reveals two important changes. First, the elements of analytic geometry and of the calculus are introduced earlier, and second, there is much less emphasis on Euclidean solid geometry. Pupils who do not take this subject in high school often miss it in college, for the number of colleges offering a course in Euclidean solid geometry is fast diminishing.

scholarly journals Teachers’ Techniques in Teaching Vocabulary at the First Year Students of MTs. Asholihiyah Lopan Ketak East Lombok

2020 ◽  
Vol 2 (2) ◽  
pp. 66
Author(s):  
Kamarudin Kamarudin
Keyword(s):  
High School ◽  
Junior High School ◽  
Data Reduction ◽  
Qualitative Approach ◽  
First Year ◽  
English Teacher ◽  
Teaching English ◽  
First Year Students ◽  
Class 1 ◽  
The Subject

This research deals with teachers’ techniques in teaching English vocabulary at the first year students of MTs Assholihiyah Lopan Ketak East Lombok. It is expected to serve as an attempt to contribute to more teachers’ techniques in teaching vocabulary at junior high school in especially in Assholihiyah Lopan Ketas East Lombok as well as the reference to the teachers who teach English vocabulary. It applied a qualitative approach. The subject of the research was one of English teacher. The data was collected through questionnaire and interview. The data was analyzed through data reduction, display, and conclusion. The result was the teacher of class 1 (1 and 2) used the identifying picture and categorizing object technique.  And the teacher in class 1 (3) used categorizing objects technique to teach English vocabulary. Those techniques found from the textbook, so the teacher develops this technique by herself. In presenting English especially vocabulary, the teacher should be creative in choosing the material and able to stimulate the students interest.

scholarly journals Social Intelligence and Valuable Orientations of First-Year Students of the University

2020 ◽  
Vol 9 (3) ◽  
pp. 1880-1883
Keyword(s):  
High School ◽  
High School Students ◽  
Social Intelligence ◽  
Psychological Adaptation ◽  
Value Orientations ◽  
First Year ◽  
School Students ◽  
First Year Students ◽  
Professional Self ◽  
The University

The authors turn to the consideration of the issue of social intelligence and value orientations of high school students. Speaking about the relevance of the study, the authors indicate that social intelligence and the value orientations provide students with psychological adaptation to new socio-economic conditions and education systems, and participate in the formation of professional self-determination. Considering social intelligence, the authors turn to the interpretation of this concept by researchers E.L. Thorndike, F. Moss and T. Hunt, G. Olport. When considering the concept of “value orientations”, the authors turn to history and give its definition, based on the study of psychological and pedagogical literature. In order to study the social intelligence and value orientations of high school students, the authors conducted an experiment, which is based on a test for the study of social intelligence by J. Guildford and M. O’Sullivan. The students' value orientations were evaluated according to three universal factors: grades (values), strengths (potency) and activity, developed by C. Osgood.

scholarly journals Design Thinking: experiencia en graos STEAM

2021 ◽  
Author(s):  
Elena Arce Fariña ◽  
José-Antonio López-Vázquez ◽  
Isabel Fernández-Ibáñez ◽  
Francisco Zayas-Gato ◽  
J.R. Ribas ◽  
...  
Keyword(s):  
3D Printing ◽  
Design Thinking ◽  
First Year ◽  
Innovative Design ◽  
First Year Students ◽  
Survey Results ◽  
Current Context ◽  
The Subject ◽  
The University ◽  
Positive Effect

Creating learning experiences through classroom projects in which students learn as a team to solve complex problems and develop creative and critical thinking is a challenge. Design Thinking is a methodology whose goal is to create an innovative design based on the user's needs (User Experience). Using this tool, an experience of design, modeling and 3D printing linked to the current context of the pandemic produced by COVID-19 was developed in the subject of Graphic Expression. This experience involved first year students of three STEAM degrees of the University of A Coruña. The activities were planned in such a way that they could be done in person or remotely. Tutoring and monitoring of student progress was done through Microsoft Teams and Moodle. The Moodle Workshop tool was used for the evaluation of the developed prototypes. The survey results were very positive. Design Thinking projects also had a positive effect on the grades.

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