The Case of Video Viewing, Reading, and Writing in Mathematics Class: Solving the Mystery

1993 ◽  
Vol 86 (8) ◽  
pp. 682-685
Author(s):  
Frances R. Curcio ◽  
J. Lewis McNeece
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Reading Skills ◽  
Problem Solver ◽  
Mathematics Lesson ◽  
School Students ◽  
Reading And Writing ◽  
Video Viewing ◽  
Mathematics Class ◽  
Mathematics Problem

The element of mystery can be a naturally intriguing component of a mathematics lesson for middle school students. Mystery stories capture students“ interest and attention and contribute to developing critical-reading skills (Crouse and Bassett 1975; Curcio 1982; Scalzitti 1982). When presenting mystery stories within the context of a mathematics lesson, students often ask, “What does this have to do with mathematics?” Significant connections can be made between solving a mystery and solving a mathematics problem that supply a rationale for incorporating mystery stories in the mathematics class. In particular, similarities in the questions a problem solver asks when confronting a problem (Polya 1973) and the questions a detective asks in solving a mystery can be found in figure 1. After solving short mystery stories, students will see the connection between solving a mystery and solving a mathematics problem.

Measuring Tremendous Trees: Discovery in Action

2006 ◽  
Vol 12 (3) ◽  
pp. 132-139
Author(s):  
Sheryl A. Maxwell
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Teacher Educator ◽  
School Students ◽  
Mathematics Class

Twenty-four middle school students gathered around their teacher, curiously anticipating the upcoming activity. They were enjoying the weather and being outside—a different place to hold their mathematics class. The day before, they experienced a minidiscovery lesson about isosceles right triangles. Today, they were to link this concept to a tree-measuring activity that was designed by a teacher educator at a nearby university.

Teacher to Teacher: Truss(t)ing Triangles

1998 ◽  
Vol 3 (6) ◽  
pp. 394-396
Author(s):  
Bobbye Hoffman Bartels
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Real Life ◽  
Seventh Grade ◽  
School Students ◽  
Mathematics Class ◽  
Traditional Mathematics ◽  
Saturday Academy ◽  
School Schedule ◽  
Rigidity Characteristic

Often middle school students see no connection between geometry and real life. The following activity was designed to help make this connection for seventh-grade students participating in a Saturday academy. The activity centers on an elementary investigation of the rigidity characteristic of triangles, a concept seldom mentioned in K-8 mathematic textbooks but essential to the construction of structures that have to absorb tremendous forces and not collapse. Although this activity was completed outside the traditional mathematics class, it can be adapted to a school schedule and completed over two or more class periods.

scholarly journals Reading Preferences of Middle School Students

2018 ◽  
Vol 8 (2) ◽  
pp. 127 ◽  
Author(s):  
Gülnur Aydın ◽  
Bilge Bağcı Ayrancı
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Reading Skills ◽  
Writing Skills ◽  
School Students ◽  
Class Level ◽  
8Th Grade ◽  
Unknown Words ◽  
Teachers And Parents

Four fundamental language skills interact with each other. Developing reading skills will also develop listening,speaking, and writing skills. Reading comprehension, using what is understood on new subjects and learning newwords during reading can influence listening comprehension as well as oral and written self-expression. Generalcomplaints of teachers and parents regarding middle school students are that the students do not read enough.Increasing love for reading in middle school students can only be possible by determining the interests and needs ofthose students and guiding the students towards those needs and interests. When the literature was reviewed, therewere no functional researches regarding the reading preferences of middle school students. In this regard, this studywas necessary to contribute to the literature.The purpose of this study was to determine the reading preferences of middle school students. The pattern of thisresearch was created based on qualitative case study and under the scope of this study, 25 participants were selectedfor each class level including 5th, 6th, 7th, and 8th grade students. Data was collected with the semi-structuredinterview technique. Data was themed by two experts using content analysis. Similar answers were converted intonumerical data and presented in the form of tables. Examples from student statements were given to support thetables. The results of the research indicated that a majority of students preferred reading on printed resources,selected novels as genre, read texts with 300 or more pages, and preferred adventure as subject. Additionally,students expressed that unknown words in reading texts should be low, they voluntarily spend 1-2 hours per dayreading, and preferred silent reading.

Historical Research: How to Fit Minority and Women's Studies into Mathematics Class

2008 ◽  
Vol 14 (2) ◽  
pp. 70-76
Author(s):  
Margaret Sáraco
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Women's Studies ◽  
Historical Research ◽  
The Internet ◽  
Hair Color ◽  
School Students ◽  
Women’S Studies ◽  
Mathematics Class

Ask middle school students to name their favorite musicians, athletes, or actors, and they will tell you everything about them: statistics, hair color, who they are married to, where they live, their accomplishments, and more. Students are exposed to celebrities every day through television, movies, radio, and the Internet. Isn't it time we expose our students to some mathematical heroes?

scholarly journals Teaching reading skills in English tothe middle school students (A2 level)

2020 ◽  
Vol 80 (4) ◽  
pp. 42-47
Author(s):  
G. Khamitova ◽  
◽  
B. Yermanova ◽  
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Language Proficiency ◽  
English Language ◽  
Reading Skills ◽  
Popular Science ◽  
Thinking Skills ◽  
Teaching Reading ◽  
School Students ◽  
Text Presentation

Main problem: The article examines the issues concerning teaching reading skills to the middle school students according to the updated program. Purpose: The article analyses the course book “Excel” for 7th grade students on teaching reading skills. Methods: The criteria of analyzing the course book contain the forms of text presentation, types and situations modeled by the text, compliance with the level of English proficiency, age of students, information content, and accessibility. It also includes assessment of course book texts for the development of reading for general understanding of information (skimming), for identifying details (scanning) and reading with full comprehension, as well as for the different types of tasks for reading. Results and their significance: The texts in the course book correspond to the age characteristics of adolescents, the level of English language proficiency (A2) and are developed according to the standard curriculum.The most popular forms of text presentation are popular science texts and information about public events. The situations in the texts are dominated by educational, most of all the mixed type of text prevailed. There is a balance for the types of tasks developing reading for general understanding and reading for identifying details which leads to the development of functional reading literacy. The types of reading tasks used are quite diverse and contribute the development of communicative skills (pair work, group work, etc.). The misbalance of tasks on developing low order and high order thinking skills can be solved through adding some tasks developing HOTS.

Learning from an avatar video instructor

Gesture ◽  
2021 ◽  
Vol 19 (1) ◽  
pp. 128-155
Author(s):  
Nicholas A. Vest ◽  
Emily R. Fyfe ◽  
Mitchell J. Nathan ◽  
Martha W. Alibali
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Mathematics Lesson ◽  
School Students ◽  
Polynomial Multiplication ◽  
Learning Contexts

Abstract Teachers often produce gestures, and, in some cases, students mimic their teachers’ gestures and adopt them into their own repertoires. However, little research has explored the role of gesture mimicry in technology-based learning contexts. In this research, we examined variations in the rate and form of students’ gestures when learning from a computer-animated pedagogical avatar. Twenty-four middle school students received a lesson on polynomial multiplication from a gesturing avatar video instructor. After the lesson, students were asked to provide an explanation of what they learned. Students varied in their gesture rates, and some students produced gestures that were similar in form to the avatar’s gestures. Students who produced gestures that aligned with the teacher’s gestures scored higher than those who did not produce such gestures. These results suggest that middle school students’ gestures play a key role when learning a mathematics lesson from an avatar instructor.

Window on Resources: Computer Materials, Books, Products

1998 ◽  
Vol 3 (5) ◽  
pp. 380-384
Keyword(s):  
Middle School ◽  
Problem Solving ◽  
Middle School Students ◽  
School Students ◽  
Problem Solving Skills ◽  
Mathematics Problem Solving ◽  
Narrative Story ◽  
Mathematics Problem

This module is one episode in a nineepisode laserdisc series designed to develop mathematics problem-solving skills for middle school students. It is a narrative story that concludes with a problem for students to solve.

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