The Second National Assessment in Mathematics: Area and Volume

1981 ◽  
Vol 74 (9) ◽  
pp. 704-708 ◽  
Author(s):  
James J. Hirstein
Keyword(s):  
High School ◽  
Middle School ◽  
High School Students ◽  
Mathematics Assessment ◽  
Common Source ◽  
School Students ◽  
National Assessment ◽  
Important Measurement ◽  
Common Misconceptions ◽  
Area And Volume

Measurement concepts are important in school mathematics not only for providing applications of arithmetic content during the middle years but also for offering a common source of illustrations in algebra and geometry. Even more important, measurement concepts form the basis for all judgment with respect to the size of objects that we encounter daily. One of the topics included in the NAEP second mathematics assessment deals with the ability to use measurement concepts. The results of the items relating to area and volume suggest several common misconceptions about measurement among middle school and high school students.

Discoveries with Rectangles and Rectangular Solids

1987 ◽  
Vol 80 (4) ◽  
pp. 274-276
Author(s):  
Lyle R. Smith
Keyword(s):  
High School ◽  
High School Students ◽  
Surface Area ◽  
Conceptual Understanding ◽  
Junior High ◽  
Spatial Visualization ◽  
Mathematics Assessment ◽  
School Students ◽  
Area And Perimeter ◽  
Area And Volume

Among the topics included in the second NAEP mathematics assessment were the concepts of perimeter, area, and volume. According to Hirstein (1981), the majority of the junior high and high school students tested confused area and perimeter and thought of volume as surface area. In addition to helping students develop a conceptual understanding of these topics in measurement, the following activities should also develop skills in spatial visualization and in formulation of generalizations based on specific examples.

scholarly journals Nonfatal Injuries Among Middle-School and High-School Students in Guangxi, China

2005 ◽  
Vol 95 (11) ◽  
pp. 1989-1995 ◽  
Author(s):  
Guanmin Chen ◽  
Gary A. Smith ◽  
Shusong Deng ◽  
Sarah Grim Hostetler ◽  
Huiyun Xiang
Keyword(s):  
High School ◽  
Middle School ◽  
High School Students ◽  
School Students ◽  
Nonfatal Injuries

Financial Literacy

2017 ◽  
pp. 80-106
Author(s):  
Adriana Berenice Valencia Álvarez ◽  
Jaime Ricardo Valenzuela González
Keyword(s):  
High School ◽  
Middle School ◽  
High School Students ◽  
Financial Literacy ◽  
Conceptual Knowledge ◽  
Self Report ◽  
Financial Knowledge ◽  
Financial Behavior ◽  
School Students ◽  
Public And Private

Financial literacy is a combination of financial knowledge, attitudes and behaviors, key for making informed decisions and for solving financial problems. This descriptive study explored the applied, conceptual and procedural financial knowledge of 243 Mexican students via three financial knowledge tests. In addition, these students were surveyed about their financial behavior, their attitudes towards money, and their experience with money using a self-report questionnaire. The study aims to identify financial-education needs and gaps between school levels and systems. Therefore, the analysis focuses on the differences and similarities between two subgroups: (1) students in public and in private education, and between (2) middle school (ages 12 to 15) and high school students (ages 15 to 18). Middle school and high school students differed significantly only in their conceptual knowledge and in their financial experience, while public and private students showed statistical significant differences on their financial knowledge, behavior, attitudes and experience.

scholarly journals Adapting, Disrupting, and Resisting: How Middle School Black Males Position Themselves in Response to Racialization in School

2019 ◽  
Vol 44 (4) ◽  
pp. 373-398
Author(s):  
Carl James
Keyword(s):  
High School ◽  
Middle School ◽  
High School Students ◽  
Critical Race Theory ◽  
Black Students ◽  
Extracurricular Activities ◽  
Positioning Theory ◽  
Male Students ◽  
School Students ◽  
Greater Toronto Area

Studies of Black students’ schooling experiences and educational outcomes have consistently shown that compared to their peers, they – especially males – tend to underperform academically, be more athletically engaged, and be streamed into non-academic educational programs. These studies tend to focus on high school students, but what of middle school students: is the situation any different? Using a combination of critical race theory and positioning theory, this article presents the results of a 2018 focus group of middle school male students residing in an outer suburb of the Greater Toronto Area. The findings reveal how the nine participants positioned themselves, and were positioned by their teachers, for an education that would enable them to enter high school and become academically successful. Some participants felt that teachers had constructs of them as underperformers, athletes, and troublemakers; others believed teachers saw them as ‘regular students’ and treated them accordingly by supporting their academic and extracurricular activities. How these students read educators’ perceptions of them informed their positioning responses: some adjusted and others resisted. Our findings highlight the urgent need to support Black students in culturally relevant ways during the transition schooling years so that they enter high school ready to meet the social, academic, and pedagogical challenges they will face, graduate, and realize their post high school ambitions.

An Electrical Engineering Summer Academy for Middle School and High School Students

2010 ◽  
Vol 53 (1) ◽  
pp. 18-25 ◽  
Author(s):  
Peter G. LoPresti ◽  
Theodore W. Manikas ◽  
Jeff G. Kohlbeck
Keyword(s):  
High School ◽  
Middle School ◽  
High School Students ◽  
Electrical Engineering ◽  
School Students ◽  
Summer Academy
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