Soundoff: Teach Geometry before Second-Year Algebra

1988 ◽  
Vol 81 (4) ◽  
pp. 236-298
Author(s):  
Beverly W. Nichols
Keyword(s):  
High School ◽  
Mathematics Education ◽  
Good Reason ◽  
First Year ◽  
School Program ◽  
Teachers And Students ◽  
Second Year ◽  
Traditional High School ◽  
Better Than ◽  
High School Program

For years we have debated whether geometry should come before or after second-year algebra in the traditional high school program. Teachers and students at my high school, with the support of the Mathematics Education Trust, have completed a threeyear study of this issue. I have good reason to claim that the traditional first-year algebra, geometry, second-year algebra sequence is better than the first-year algebra, secondyear algebra, geometry sequence.

scholarly journals Pengembangan Budaya Sekolah Berprestasi: Penanaman Nilai Etos Berprestasi

2021 ◽  
Vol 7 (3) ◽  
Author(s):  
Ageng Pratiwi ◽  
Erny Roesminingsih ◽  
Karwanto Karwanto
Keyword(s):  
High School ◽  
School Culture ◽  
Senior High School ◽  
First Year ◽  
Academic Fields ◽  
Learning Evaluation ◽  
Process Learning ◽  
Qualitative Descriptive ◽  
Descriptive Approach ◽  
Second Year

Senior High School Muhammdiyah 10 Surabaya is a school that dares to make a different curriculum from Diknas. It was rejected because it did not fit the existing curriculum. In its first year, the school receives two classes of students. This achievement soared in the second year. Second year there are five classes. The curriculum used at Senior High School Muhammadiyah 10 Surabaya is called "Talent Executive School." This study aims to find out the development of outstanding school culture at Senior High School Muhammadiyah 10 Surabaya, also describe the form of outstanding school culture, the process of planting values and ethos of achievement to students and knowing the implications of the development of outstanding school culture at Senior High School Muhammadiyah 10 Surabaya. Although the facilities and infrastructure at Senior High School Muhammadiyah 10 Surabaya have limitations but they are able to continue to develop the potential and ethos of interpreting in the academic and non-academic fields. So it becomes an attraction for researchers to conduct a researcher in the school with a different school style than usual. This study uses a qualitative descriptive approach. Data collection using observation techniques, interviews and documentation. The planting of values and ethos of achievement in students is carried out through school orientation activities, learning process, learning evaluation, extracurricular, achievement awards, love for alma mater, teacher conscientiousness, cooperation with parents of students and planting an outstanding culture. The results showed that the school culture developed at Senior High School Muhammadiyah 10 Surabaya is through educational programs and potential interests including archery, futsal, athletics, pencak silat, archery, music, hockey, dance and others.

scholarly journals Study on The Implementation of Environmental School Through Adiwiyata School Program on High School in The Halal Tourism Spots of East Lombok District

2018 ◽  
Vol 2 (1) ◽  
pp. 136
Author(s):  
Yuri Windayani ◽  
Surtani Surtani
Keyword(s):  
High School ◽  
Environmental Education ◽  
Community Support ◽  
Learning Tools ◽  
School Program ◽  
The Public ◽  
Teachers And Students ◽  
Environmentally Sound ◽  
Teacher's Knowledge ◽  
Environmental Agencies

This study aims to analyze the study of the application of environmental schools through adiwiyata school program in high school in district of East Lombok. This type of research is qualitative. The subjects of this study were principals, teachers, and students. Research took place at SMAN 1 Montonggading and SMAN 1 Sambelia. Technique of collecting data through interview, observation, and also documentation. Data analysis used was data reduction, data presentation (display data), and conclusion. The results of this study indicated that: (1) in the aspect of the school's environment-oriented School Policy, there is no policy from the local government that the school is eligible to be an environmentally sound school (adiwiyata). (2) on the aspect of environmental-based curriculum content at the school there is no specific subject of PLH. (3) on the aspect of participative participatory environmental protection activities, there are several activities that support the development of environmental activities in SMA of East Lombok district based on participative. (4) on the aspect of school management in environmental management, it is still not maximal, (5). in the aspect of obstacles to the application of environmentally sound schools is the lack of understanding and knowledge of school residents about environmental education, cost and community support. (6). in the aspect of policy priorities that emerged in the changes is expected to analyze the obstacles in implementing environmental schools through the program of school adiwiyata through planning of learning tools by teachers compiled into the subjects of geography by integrating the maximum environmental values, the School makes environmental education as a optional subject, Development of geography teacher's knowledge and skills in collaboration with environmental agencies on environmental schools, and given understanding to the public about the importance of environmental education.

scholarly journals COMPARISON OF GUINEA GRASS-TROPICAL KUDZU, PARA GRASS, PANGOLA GRASS, AND ST. AUGUSTINE GRASS AS PASTURE CROPS IN THE YABUCOA VALLEY IN EASTERN PUERTO RICO

1969 ◽  
Vol 38 (2) ◽  
pp. 96-104
Author(s):  
L. Rivera-Brenes ◽  
J. I. Cabrera ◽  
L. F. Colón
Keyword(s):  
Puerto Rico ◽  
Carrying Capacity ◽  
Water Conservation ◽  
Coastal Region ◽  
Eastern Coast ◽  
First Year ◽  
Guinea Grass ◽  
Second Year ◽  
Main Station ◽  
Better Than

A grazing trial was carried out at Yabucoa, on the eastern coast of Puerto Rico to determine the usefulness for this purpose of several grasses and a grass-legume mixture. It followed the same pattern and procedure as those which had been performed previously at the Main Station Farm located in the northern humid section of the Island. In the trial, which lasted for 2 years, Pangola grass, Pará grass, St. Augustine grass, and a Guinea grass-tropical kudzu combination were compared as to carrying capacity and other characters to determine their pasture values. The carrying capacities of these grasses were as follows: Pangola, 1.12; Guinea-tropical kudzu, 1.42; St, Augustine, 1.23; and Para grass, 0.87 head per acre. The gross returns per acre for the first year were, $118, $137, $97, and $87, respectively. For the second year they were: $159, $179, $124, and $68, respectively. Besides the information obtained on the carrying capacity of the pastures, the results show that well-managed pastures are at least as profitable as many of the cash crops actually grown in the Island. This does not take into consideration additional soil- and water-conservation benefits which accrue from having the soil covered by a sod. Pangola and St. Augustine grasses are good pasture crops that can be used in the eastern coastal region satisfactorily. The Guinea-tropical kudzu mixture, however, is better than these grasses by themselves. The superiority of the legume-grass combination was again demonstrated by the results of this experiment. Pará grass was not well adapted for grazing in the light soil in which the experiment was planted.

scholarly journals Technology in the technology subject

Learning Tech ◽  
2021 ◽  
pp. 127-143
Author(s):  
Mette Møller Jeppesen ◽  
Lars Bo Henriksen
Keyword(s):  
High School ◽  
School Program ◽  
Technical Science ◽  
Technical Examination ◽  
High School Program

The Danish higher technical examination programme (HTX) is the only high school program in Denmark that specialises in technology and engineering. Central to the HTX curriculum are the profile subjects; technology and technical science. In this article, we take a closer look at these subjects, or more precisely, we examine the concept of technology embedded within them. The ministerial order regarding the subjects places the concept of technology within the ‘technology model’. We will examine the background for the model, its potential and limitations and the model's place in teaching through empirical findings from fieldwork in order to examine whether the technology model lives up to its described purpose. Overall, it can be argued that the model works but it can also be argued that the teachers should be aware of the model’s shortcomings and discuss these with students, so they obtain a more dynamic and dialectical understanding of technology.

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