Editorial: Welcome to Our Sampler: Emerging Programs for the First Two Years of High School

1995 ◽  
Vol 88 (8) ◽  
pp. 630
Author(s):  
Rheta N. Rubenstein
Keyword(s):  
Secondary School ◽  
Core Curriculum ◽  
School Administrators ◽  
Mathematical Problem ◽  
School Mathematics ◽  
Content Standards ◽  
School Students ◽  
Specific Content ◽  
Evaluation Standards ◽  
Problem Solvers

In the late 1980s we challenged ourselves as a profession to meet the goals described in the Curriculum and Evaluation Standards for School Mathematics (NCTM 1989). We envisioned programs that would “encourage and enable students to value mathematics, gain confidence in their own mathematical ability, become mathematical problem solvers, communicate mathematically, and reason mathematically” (NCTM 1989, 123). In particular, for secondary school students we sought to present a core curriculum consisting of a common body of mathematical ideas accessible to all students. These visions were further detailed in the specific content standards, in the Professional Standards for Teaching Mathematics (NCTM 1991), in an assortment of Addenda books, and, this past spring, in the Assessment Standards for School Mathematics (NCTM 1995). For many people, however, among them teachers, parents, students, and school administrators, these Standards documents were merely visions, perhaps even pipe dreams.

Problem Solving: Is More Than Solving Problems

1998 ◽  
Vol 4 (1) ◽  
pp. 20-25
Author(s):  
Michael G. Mikusa
Keyword(s):  
Problem Solving ◽  
Correct Answer ◽  
Mathematical Problem ◽  
School Mathematics ◽  
Evaluation Standards ◽  
Students First ◽  
Mathematics Class ◽  
General Goals ◽  
Problem Solvers

The curriculum and evaluation Standards for School Mathematics (NCTM 1989) states that one of its five general goals is for all students to become mathematical problem solvers. It recommends that “to develop such abilities, students need to work on problems that may take hours, days, and even weeks to solve” (p. 6). Clearly the authors have not taught my students! When my students first encountered a mathematical problem, they believed that it could be solved simply because it was given to them in our mathematics class. They also “knew” that the technique or process for finding the solution to many problems was to apply a skill or procedure that had been recently taught in class. The goal for most of my students was simply to get an answer. If they ended up with the correct answer, great; if not, they knew that it was “my job” to show them the “proper” way to go about solving the problem.

One Point of View: Using Manipulatives Successfully

1990 ◽  
Vol 38 (2) ◽  
pp. 6-7
Author(s):  
Jeane M. Joyner
Keyword(s):  
Mathematical Problem ◽  
Point Of View ◽  
School Mathematics ◽  
Major Difficulty ◽  
Evaluation Standards ◽  
Mathematics Standards ◽  
Mathematical Connections ◽  
Learning To Reason ◽  
Problem Solvers

A curriculum with goals for students of valuing mathematics, being confident in their abilities, making mathematical connections, becoming mathematical problem solvers, and learning to reason and communicate mathematically is a call for classrooms in which students are actively involved in learning. It is a call for teachers to establish environments that encourage the use of manipulatives to assist students in attaining these goals proposed by the NCTM's Curriculum and Evaluation Standards for School Mathematics (Standards) (1989). A major difficulty, however, is how to manage the materials efficiently.

Implementing The Standards: A Core Curriculum for Grades 9–12

1989 ◽  
Vol 82 (9) ◽  
pp. 696-701
Author(s):  
Christian R. Hirsch ◽  
Harold L. Schoen ◽  
Harold L. Schoen
Keyword(s):  
High School Students ◽  
Core Curriculum ◽  
Opportunity To Learn ◽  
School Mathematics ◽  
Educational Goals ◽  
National Council ◽  
School Students ◽  
Evaluation Standards ◽  
Curriculum Differentiation ◽  
Selection Of

A three-year core curriculum is the most fundamental change proposed for grades 9–12 in the Curriculum and Evaluation Standards for School Mathematics (National Council of Teachers of Mathematics, Commission on Standards for School Mathematics 1989). The Standards document identifies a common body of mainstream mathematical topics that all high school students should have the opportunity to learn. Present curricula attempt to accommodate differences in students' backgrounds, interests, and educational goals through the selection of topics. Unfortunately, the narrow, trackable programs that evolve from this perspective restrict many students to arithmetic computation only and thus serve as an early critical filter to opportunity and careers. Within the proposed core curriculum, differentiation would occur primarily in the manner in which topics are treated. It would be based on the depth to which common topics are pursued, the degree of difficulty of exercises and applications, the level of abstraction at which ideas are discussed, and, of course, the pace of instruction.

American Indians, Mathematical Attitudes, And The Standards

1991 ◽  
Vol 38 (6) ◽  
pp. 14-21 ◽  
Author(s):  
Lyn Taylor ◽  
Ellen Stevens ◽  
John J. Peregoy ◽  
Barbara Bath
Keyword(s):  
Middle School Students ◽  
Secondary School ◽  
American Indian ◽  
American Indians ◽  
Cross Cultural ◽  
School Mathematics ◽  
Teaching Mathematics ◽  
School Students ◽  
Evaluation Standards ◽  
Cultural Component

Readers may wonder what American Indians. mathematical attitudes, and the Standards (Curriculum and Evaluation Standards for School Mathematics [NCTM 1989]) have in common. This article presents practical activities relevant to teaching mathematics in the lndian culture. These activities also serve as a means for incorporating a cross-cultural component in the non Indian classroom. The activities exemplify the spirit of the NCTM's Standards and have been used successfully with American Indian middle school students in summer mathematics camps. We believe that they are appropriate for use in elementary and secondary school mathematics classes. This belief is based on research done with other populations and on our own in-class experiences.

STUDY OF ENVIRONMENTAL AWARENESS AMONG SENIOR SECONDARY SCHOOL STUDENTS

2018 ◽  
Vol 6 (26) ◽  
Author(s):  
Md. Mahmood Alam
Keyword(s):  
Environmental Education ◽  
Secondary School ◽  
Secondary School Students ◽  
Core Curriculum ◽  
Environmental Awareness ◽  
School Students ◽  
Senior Secondary School ◽  
Rural And Urban ◽  
Significant Difference ◽  
Senior Secondary

The present study was conducted to ascertain the environmental awareness across gender, locale, type of schools and academic stream among senior secondary school students. The sample of the study comprised of 300 11th class students studying in different government and non- government senior secondary schools of Sambhal district (U.P.) of Moradabad region. Environment Awareness Ability Measure (EAAM) by Praveen Kumar Jha (1998) was used to collect the data for the purpose. The data were analyzed using descriptive (Mean, Standard Deviations) and inferential (‘t’- test) statistics. The findings of the present study revealed that there is significant difference in environmental awareness of senior secondary school students across gender (boys and girls), type of schools (government and non-government) and academic stream (science and arts). However no significant difference is found in case of rural and urban sample. The reason for this result may be the rampant illiteracy in the district. Stakeholders should, therefore, ensure that the curriculum relating to environmental education is transacted as a core curriculum. Other activities related to environmental education viz., curricular, co- curricular and literary activities should also be organized to infuse environmental awareness among students.

scholarly journals Relationship between Parents’ Attitude towards Educational Involvement and Academic Performance of Day Secondary School Students in Samia - Kenya

2014 ◽  
Vol 4 (3) ◽  
pp. 147 ◽  
Author(s):  
Edward Nyongesa Oundo ◽  
Moses W. Poipoi ◽  
Dinah S. Were
Keyword(s):  
Academic Performance ◽  
Secondary School ◽  
Secondary School Students ◽  
Survey Design ◽  
School Administrators ◽  
Learning Theories ◽  
Parental Attitude ◽  
School Students ◽  
Educational Involvement ◽  
Level Of Significance

The study attempted to establish the relationship between parents’ attitude towards educational involvement and academic performance of day secondary school students in Samia district. The theoretical framework of this study was derived from functionalist and learning theories. Data for this study was collected from primary sources. The research instruments were questionnaires for students and parents, interview schedules for parents and teachers. The study population comprised of 1804 students, 80 parents representatives and 51 teachers. Cross-section survey design was adopted based on a sample drawn from five secondary schools in the study area. Purposive sampling was used to select a sample 18 teachers and 36 parents while stratified random sampling was used in the selection of 180 students. Spearman Brown Prophesy coefficient formula was used to test the internal consistency of all research instruments. Content validity of research instruments was ascertained by thesis supervisors. Reliability coefficients of the research instruments were approximately 0.70 at 0.05 level of significance. Data collected was analyzed using descriptive and inferential statistical analysis. ANOVA was used with the help of SPSS to carry out inferential analysis. Descriptive statistics (frequency counts, means and percentages) were used in analyzing data. The findings of the study show that parental attitude towards education involvement affects academic performance of day secondary school students in Samia district. The study concluded that parental attitude towards educational involvement affects students’ performance. The study recommended that school administrators and policy makers find ways of enhancing parental involvement towards education.Key words:  Academic performance, Attitude, Educational involvement, Parents, Relationship

Secondary school mathematics in the Federal Republic of Germany

1959 ◽  
Vol 52 (6) ◽  
pp. 465-470
Author(s):  
Paul S. Bodenman
Keyword(s):  
Secondary School ◽  
Federal Republic ◽  
Secondary School Students ◽  
School Mathematics ◽  
Federal Republic Of Germany ◽  
School Students ◽  
Secondary School Mathematics ◽  
Mathematics Program

A description of the mathematics program required of all secondary school students in Germany.

Implementing the Curriculum and Evaluation Standards: First-Year Algebra

1991 ◽  
Vol 84 (9) ◽  
pp. 715-722
Author(s):  
Judith Kysh
Keyword(s):  
Secondary School ◽  
Mathematics Teachers ◽  
School Mathematics ◽  
First Year ◽  
Evaluation Standards ◽  
Secondary School Mathematics

Fans of Dr. Doolittle may recall his famous fictional beast, the Push-Me-Pull-You. It had heads at both ends but never knew which way to go. Many secondary school mathematics teachers feel as though they are trying to ride one of these creatures when they examine the NCTM's Curriculum and Evaluation Standards (1989) and then turn around to consider the institutional demands of their schools and local universities.

Coordinate Geometry: A Powerful Tool for Solving Problems

1990 ◽  
Vol 83 (4) ◽  
pp. 264-268
Author(s):  
Stanley F. Taback
Keyword(s):  
Problem Solving ◽  
Teaching And Learning ◽  
Mathematical Problem ◽  
School Mathematics ◽  
Mathematical Problem Solving ◽  
Evaluation Standards ◽  
Mathematical Ideas ◽  
Mathematics Standards ◽  
Problem Situations ◽  
Coordinate Geometry

In calling for reform in the teaching and learning of mathematics, the Curriculum and Evaluation Standards for School Mathematics (Standards) developed by NCTM (1989) envisions mathematics study in which students reason and communicate about mathematical ideas that emerge from problem situations. A fundamental premise of the Standards, in fact, is the belief that “mathematical problem solving … is nearly synonymous with doing mathematics” (p. 137). And the ability to solve problems, we are told, is facilitated when students have opportunities to explore “connections” among different branches of mathematics.

Activities: From Graphs to Matrices

1990 ◽  
Vol 83 (2) ◽  
pp. 127-134
Author(s):  
Peter Lochiel Glidden ◽  
Robert A. Laing ◽  
Dwayne E. Channell
Keyword(s):  
Secondary School ◽  
Recurrence Relations ◽  
Discrete Mathematics ◽  
National Council ◽  
Matrix Representations ◽  
School Students ◽  
Evaluation Standards ◽  
Finite Graphs ◽  
Problem Situations ◽  
Discrete Structures

Introduction: The NCTM's curriculum and evaluation standards call for topics from discrete mathematics to be included in the 9–12 curriculum so that all students can “represent problem situations using discrete structures such as finite graphs, matrices, sequences, and recurrence relations; [and] represent and analyze finite graphs using matrices …”(National Council of Teachers of Mathematics, Commission on Standards for School Mathematics 1989, 176). This activity is offered as an example of how matrices can be introduced informally from finite graphs and how finite graphs can be analyzed by examining their matrix representations. Because this introduction to matrices is concrete and requires only marginal computational proficiency, it makes matrices accessible to the majority of middle and secondary school students.

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