On My Mind: Mathematics through the Eye of the Camera

2007 ◽  
Vol 12 (7) ◽  
pp. 356-358
Author(s):  
Carol A. Iuzzolino
Keyword(s):  
Middle School ◽  
Video Games ◽  
Middle School Students ◽  
Subject Matter ◽  
Middle Grades ◽  
Visual Aids ◽  
Math Skills ◽  
School Students ◽  
Square Roots ◽  
The Subject

Many movies include a scene or two containing mathematics content to achieve various effects, such as to show the importance of education, to emphasize a point the filmmaker wants to clarify, and to add humor. many of us have been dazzled by the complexity of mathematics in A Beautiful Mind and Good Will Hunting. I know the level of mathematics is beyond the middle school years, but the passion for the subject matter might inspire some students. In Rain Man, Dustin hoffman plays the autistic brother of Tom cruise and proves that he can calculate square roots and do complex decimal computations in his head. These scenes hint at the importance of mental-math skills, a concept that we need to emphasize in the middle grades. It also shows that calculations can be done accurately and rapidly, even when the person doing the calculation has no understanding of what the numbers mean. middle school students are used to a world of television and video games and learn a lot from these visual aids. So why not use films to help us teach concepts or make students smile about mathematics?

scholarly journals Virtual Manipulatives: A Tool to Support Access and Achievement With Middle School Students With Disabilities

2019 ◽  
Vol 35 (1) ◽  
pp. 51-59 ◽  
Author(s):  
Emily C. Bouck ◽  
Leslie A. Mathews ◽  
Corey Peltier
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Students With Disabilities ◽  
Middle Grades ◽  
Virtual Manipulatives ◽  
School Students ◽  
Content Areas ◽  
Mathematical Content ◽  
Concrete Manipulatives ◽  
Instructional Needs

Manipulatives offer students with disabilities access and support in classrooms. However, it is important for educators to be aware that concrete manipulatives are not the only option. Teachers serving students identified with a disability in the middle grades may consider selecting virtual manipulatives as supplement, complement, or in lieu of concrete manipulatives. In this technology in action, the authors provide information for educators about using virtual manipulatives and how they can be used across different settings, instructional needs, and mathematical content areas for middle school students with disabilities.

Beyond Stereotypes of Gender and Gaming: Video Games Made by Middle School Students

2014 ◽  
pp. 667-688 ◽  
Author(s):  
Jill Denner ◽  
Eloy Ortiz ◽  
Shannon Campe ◽  
Linda Werner
Keyword(s):  
Middle School ◽  
Video Games ◽  
Middle School Students ◽  
School Students

Using Models to Build an Understanding of Functions

2001 ◽  
Vol 6 (5) ◽  
pp. 310-318 ◽  
Author(s):  
Kathleen Cramer
Keyword(s):  
Middle School ◽  
Elementary School ◽  
Middle School Students ◽  
Middle Grades ◽  
Early Elementary ◽  
School Students ◽  
Early Elementary School

From the time that students enter kindergarten and throughout their early elementary school years, they should have multiple experiences exploring patterns. The study of patterns for middle school students should shift to the study of functions (NCTM 1989). The question that this article addresses is how to plan and organize instruction for middle-grades students to help them develop an understanding of function.

Readers Write: October 2001

2001 ◽  
Vol 7 (2) ◽  
pp. 68-69
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Eighth Grade ◽  
School Students ◽  
Special Operations ◽  
Square Roots ◽  
The Future ◽  
Eighth Grade Students ◽  
One Year ◽  
Fine Publication

I WOULD LIKE TO COMMENT ON THE “Four Fours” letter that appeared in the February 2001 issue (p. 340). I have assigned this problem several times in the course of teaching middle school students and have always been impressed with the results. One year, I challenged the students to generate the numbers between 0 and 100 using only four 4s and the basic operations, as well as factorials, square roots, and exponents. (I had not heard of the “next to” operation that was discussed in the letter but will allow its use in the future.) In the letter, Barry D. Cohen writes that he does not believe that 19 can be made using any of the regular or special operations and suggests that it requires the use of .4. I was not sure how to generate 19 with .4, but one of my eighth-grade students was able to generate it in this manner: 19 = 4! −(4 + 4/4). This student was unable to find solutions for a few other numbers between 0 and 100, including 35, 37, 43, and 51, and several in the 70s and 80s. I would love to hear if anyone has results for these numbers. Thank you for putting out such a fine publication.

scholarly journals Validasi Program Remaja “STOP” (Sadar, Tolong, dan Perangi) Bullying untuk Mengurangi Intensi Perilaku Bullying pada Siswa SMP

2016 ◽  
Vol 2 (2) ◽  
pp. 73
Author(s):  
Deni Tri Anggraeni ◽  
Amitya Kumara ◽  
Muhana Sofiati Utami
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Mixed Design ◽  
School Students ◽  
Good Communication ◽  
Self Confidence ◽  
The Subject ◽  
Bullying Behavior ◽  
Peer Facilitators ◽  
Presentation Skill

Bullying cases in Indonesia happens among middle school students. Someliteratures mention that bullying behavior in school is supported by peers. This studyaims to validate the program Remaja “STOP” (Sadar, Tolong, dan Perangi) Bullying toprevent and reduce the bullying intention students through peers. Peer facilitators is 19students who never involve bullying behavor, brave to defend and support the victims,have a good communication skills and self confidence. While the subject of this researchis 32 students that getting middle score on Intention Bullying Behavior Scale. Validationtest is used before conducted the research. This study used untreated control groupdesign with pretest and double postest as design experiment. The collected data wasanalyzed with anava mixed design showed that Remaja “STOP” (Sadar, Tolong, danPerangi) Bullying program is valid to improve a fasilitator peer’s antibullyingknowledge and presentation skill. Also, this program is valid tu decrease the intention ofbullying among middle school students.

Perspectives on Middle School Esports

2021 ◽  
pp. 210-228
Author(s):  
Melissa Burns
Keyword(s):  
Middle School ◽  
High Schools ◽  
Video Games ◽  
Middle School Students ◽  
Young Female ◽  
School Students ◽  
Central Canada ◽  
K 12 ◽  
The Impact

Competitive video games, or esports, have been making their way into high schools across Canada, though most middle school students have been left out of the game. This chapter will examine the identity and role of the various shared stakeholders at the middle years level, highlight the benefits of scholastic esports for middle school learners, and examine obstacles that may hinder the implementation of such programming, leaning on the experience of one such program in central Canada. The author will examine data collected over a span of four years on the impact of both coed and girls-only gaming environments in middle schools and how to support young female learners through gaming. Finally, this chapter will highlight the current landscape of K-12 scholastic esports with recommendations on how and why scholastic esports should have a place in Canadian schools.

A Modeling Approach for Enhancing Problem Solving in the Middle Grades

2003 ◽  
Vol 8 (9) ◽  
pp. 470-475
Author(s):  
Beverly J. Ferrucci ◽  
Ban-Har Yeap ◽  
Jack A. Carter
Keyword(s):  
Middle School ◽  
Problem Solving ◽  
Middle School Students ◽  
Word Problems ◽  
Middle Grades ◽  
School Students ◽  
Problem Solving Skills ◽  
Modeling Approach ◽  
Standards Documents

Modeling is a flexible, powerful, and engaging tool for middle school students to use to enhance their problem-solving skills. In this article, we describe one teacher's first efforts to develop her students' modeling expertise in a variety of arithmetic word problems. This modeling approach emanates, in part, from our observations of Singapore schools and curricula during the year 2001. We initially describe some of the basis for modeling that is grounded in current research and standards documents.

Advancing the Math Skills of Middle School Students in Technology Education Classrooms

2010 ◽  
Vol 94 (2) ◽  
pp. 81-106 ◽  
Author(s):  
Brian A. Bottge ◽  
Timothy S. Grant ◽  
Ana C. Stephens ◽  
Enrique Rueda
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Technology Education ◽  
Math Skills ◽  
School Students

NCTM Launches First Issue of Mathematics Teaching in the Middle School April 1994

1993 ◽  
Vol 41 (1) ◽  
pp. 6-7
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Mathematics Teaching ◽  
Middle Grades ◽  
Learning Needs ◽  
School Students ◽  
School Grades ◽  
Mathematical Abstraction ◽  
Mathematics Educators ◽  
And Mathematics

NCTM is proud to announce a new resource for students, teachers, and mathematics educators. This journal wlll address the learning needs of all middle school students, the demands these needs place on their teachers, and issues that capture the Vitality of mathematics and the characteristics of the middle-grades student. The new journal will focus on intuitive. exploratory investigations that help students develop a strong, conceptual mathematical base. Such a foundation leads to greater mathematical abstraction, as appropriate for middle school grades.

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