Lollipop Statistics

2003 ◽  
Vol 9 (1) ◽  
pp. 12-15
Author(s):  
Dianne S. Goldsby
Keyword(s):  
High School ◽  
Middle School ◽  
High School Students ◽  
School Mathematics ◽  
Constructivist Approach ◽  
School Students ◽  
Area Of Interest ◽  
Approach To Teaching ◽  
The 1950S ◽  
Principles And Standards

AS NCTM'S Principles and Standards for School Mathematics (2000) points out, students should work directly with data to understand the fundamentals of statistical ideas. Teachers should also introduce statistics in a way that will capture the attention of students of varying abilities and interests. The constructivist approach to teaching emphasizes the idea that students work better when presented with tasks that are meaningful and relevant; in other words, they expend energy on topics that interest them (Brahier 2000). One way to harness that energy in the classroom is to teach with music, an area of interest for most middle school and high school students. This article describes the use of the 1950s hit “Lollipop” (Ross and Dixon 1986), heard in the movie Stand by Me, as a launching point to introduce ideas of counting, working with frequency tables, and graphing data.

A Look at the Development of Algebraic Thinking in Curriculum Focal Points

2007 ◽  
Vol 13 (5) ◽  
pp. 266-269
Author(s):  
Cathy Seeley ◽  
Jane F. Schielack
Keyword(s):  
High School ◽  
High School Students ◽  
The United States ◽  
Algebraic Thinking ◽  
School Mathematics ◽  
Algebraic Reasoning ◽  
School Students ◽  
Evaluation Standards ◽  
Algebraic Concepts ◽  
Principles And Standards

As more and more students are expected to study algebra in middle school or high school, much attention has been given to the development of algebraic reasoning. In Curriculum and Evaluation Standards for School Mathematics (1989), the NCTM advocated incorporating algebraic thinking from the early grades on. Principles and Standards for School Mathematics (2000) further strengthened this stand by highlighting a new Standard on Representation, a foundational tool for algebra. Whether high school students are expected to enroll in a course called agebra 1 or an integrated high school course that contains algebraic content, it is clear that the United States is placing more emphasis on preparing for the use of algebraic concepts and skills.

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

scholarly journals Junior high school mathematics teachers’ knowledge in calculators

2020 ◽  
Vol 5 (1) ◽  
pp. 80-93
Author(s):  
Isaac Bengre Taley ◽  
Matilda Sarpong Adusei
Keyword(s):  
High School ◽  
High School Students ◽  
Mathematics Teachers ◽  
Junior High School ◽  
Junior High ◽  
Real Life ◽  
School Mathematics ◽  
High School Mathematics ◽  
School Students ◽  
High School Mathematics Teachers

Helping junior high school students to use calculators and computers for problem solving and investigating real-life situations is an objective of the junior high school mathematics curriculum in Ghana. Ironically, there is a technological drought in junior high school mathematics instruction in Ghana, with a suspicion that mathematics teachers’ competency in the use of calculators for teaching may be the source of this lack of use. This study sought to establish a correlation between junior high school mathematics teachers’ competence and the motivation supporting the use of calculators in teaching.  A descriptive survey comprising of a test and questionnaire was used to collect data from junior high school mathematics teachers in an educational district in Ghana. Teacher characteristics such as educational attainment, age, and gender in relation to teachers’ competency in the use of calculators were discussed in the study. The results showed that about 70% of the teachers exhibited a low level of calculator competence. Besides, novice teachers outperformed expert teachers in the calculator competency-based test. Additionally, mathematics teachers’ enthusiasm for using calculators in teaching was directly associated with the teachers’ level of competency. The findings may send a signal to stakeholders in their efforts to revising the Ghana JHS curriculum in order to actualize the curriculum desire for the integration of technology in the teaching and learning of JHS mathematics.

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.

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