Relevant bibliographies by topics / Algebra Study and teaching (Middle school) California

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Academic literature on the topic 'Algebra Study and teaching (Middle school) California'

Author: Grafiati
Published: 4 June 2021
Last updated: 17 February 2022

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Journal articles on the topic "Algebra Study and teaching (Middle school) California"

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Earnest, Darrell, and Aadina A. Balti. "Instructional Strategies for Teaching Algebra in Elementary School: Findings from a Research-Practice Collaboration." Teaching Children Mathematics 14, no. 9 (2008): 518–22. http://dx.doi.org/10.5951/tcm.14.9.0518.

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Incorporating algebra into the elementary grades has become a focus for teachers, principals, and administrators around the country. Algebra is commonly regarded as a gateway to future opportunity (e.g., Moses and Cobb 2001), and elementary mathematics standards at both the state and national levels now reflect this effort to provide students with opportunities to learn critical concepts before middle and high school (California Department of Education 1997; NCTM 2000). However, implementing algebra standards at the elementary level is challenging—how do mathematics educators effectively and m
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Campbell, Jan. "Teaching About Interdisciplinary Health Lesson Plans In Middle School And High School." Californian Journal of Health Promotion 1, no. 3 (2003): 14–42. http://dx.doi.org/10.32398/cjhp.v1i3.2103.

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As part of the study for potential teacher candidates in the California State University credentialing program, it is necessary to introduce these future middle school and high school teachers to a health framework and curricular issues involving teaching about adolescent health. These new teacher candidates are required by state law to have an understanding of what adolescence is, and comprehension about the health status of teens. They must also provide a healthy environment in which students can learn. Additionally, these teachers may teach health in the secondary arena.
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Campbell, Jan. "Teaching About Interdisciplinary Health Lesson Plans In Middle School And High School." Californian Journal of Health Promotion 1, no. 3 (2003): 14–42. http://dx.doi.org/10.32398/cjhp.v1i3.517.

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As part of the study for potential teacher candidates in the California State University credentialing program, it is necessary to introduce these future middle school and high school teachers to a health framework and curricular issues involving teaching about adolescent health. These new teacher candidates are required by state law to have an understanding of what adolescence is, and comprehension about the health status of teens. They must also provide a healthy environment in which students can learn. Additionally, these teachers may teach health in the secondary arena.
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Alsaeed, Maha Saad. "Using The Internet In Teaching Algebra To Middle School Students: A Study Of Teacher Perspectives And Attitudes." Contemporary Issues in Education Research (CIER) 10, no. 2 (2017): 121–36. http://dx.doi.org/10.19030/cier.v10i2.9923.

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During the past decades, technological resources have been improved to support the teaching of mathematics. While the improvement of technological resources, the World Wide Web provides teachers and students many resources that engage students in rich mathematics experiences. There are a vast number of educational resources available through the Internet for students and teachers, which should be implemented in the classroom to support and improve algebra instructions. This study seeks to identify the extent of the middle school teacher’s awareness of using the Internet to teach and develop st
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Edwards, Thomas G. "Some Big Ideas of Algebra in the Middle Grades." Mathematics Teaching in the Middle School 6, no. 1 (2000): 26–31. http://dx.doi.org/10.5951/mtms.6.1.0026.

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Without question, mathematics in general, and algebra in particular, have served as “gatekeepers” to the study of other academic fields, such as engineering, the physical sciences, computer science, and medicine, as well as to increased vocational opportunities in technical support fields. As a result, middle school teachers have felt increased pressure both to teach algebraic concepts directly and to develop mathematical concepts in ways that will support students' formal study of algebra in the future. A recent call for manuscripts in Mathematics Teaching in the Middle School noted that “the
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Posamentier, Alfred S. "Soundoff: Geometry: A Remedy for the Malaise of Middle School Mathematics." Mathematics Teacher 82, no. 9 (1989): 678–80. http://dx.doi.org/10.5951/mt.82.9.0678.

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Many mathematics educators perceive that the weakest part of the precollege mathematics curriculum is at the middle school level, more specifically, the years immediately preceding the study of algebra. It seems that in the middle grades the development of mathematics has been put into a “holding pattern.” A quick glance at the curriculum for seventh and eighth grades—or in some cases sixth and seventh gradesshows that much arithmetic is still being taught. Haven't we, or shouldn't we have, completed teaching arithmetic in the previous five or six years? Indeed, how much arithmetic teaching do
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Applebee, Arthur N., Mary Adler, and Sheila Flihan. "Interdisciplinary Curricula in Middle and High School Classrooms: Case Studies of Approaches to Curriculum and Instruction." American Educational Research Journal 44, no. 4 (2007): 1002–39. http://dx.doi.org/10.3102/0002831207308219.

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This study examines 11 interdisciplinary teams involving 30 teachers and 542 students in New York and California. The teams represented an array of approaches to interdisciplinary curricula, ranging from simple correlation to major reconstrual of the contributing disciplines. Teams that engaged in the most reconstrual of traditional content also tended to use instructional approaches that emphasized cognitively engaging instruction, including an emphasis on envisionment-building activities and extended discussion of significant ideas, but individual members of teaching teams still varied consi
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Lee, Lesley, and Viktor Freiman. "Developing Algebraic Thinking through Pattern Exploration." Mathematics Teaching in the Middle School 11, no. 9 (2006): 428–33. http://dx.doi.org/10.5951/mtms.11.9.0428.

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Pattern exploration is A pivotal activity in all mathematics, indeed in all the scientific disciplines. Children who are attempting to express perceived patterns mathematically are in an excellent position to learn algebraic language and engage in algebraic activity. Principles and Standards for School Mathematics (NCTM 2000) acknowledges the relationship of pattern exploration and algebraic thinking by placing pattern work within the Algebra strand. Yet one can undertake considerable pattern exploration without engaging students in any algebraic thinking whatsoever and teachers may, themselve
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Cangelosi, James S. "Development and Validation of the Underprepared Mathematics Teacher Assessment." Journal for Research in Mathematics Education 19, no. 3 (1988): 233–45. http://dx.doi.org/10.5951/jresematheduc.19.3.0233.

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Formative validation methods were used with over 90 mathematics teachers in Utah to design an assessment of the mathematical and mathematics teaching cognitive competencies of underprepared middle and secondary school mathematics teachers. The resulting written-response test produces a score for each of 12 subtests: mathematics teaching methods, number theory, algebra, geometry, analysis, trigonometry, statistics, sets, knowledge of algorithms, comprehension of communications, conceptualization, and application. A summative validation study using 47 subjects indicated that the test is valid an
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Allsopp, David H. "Using Classwide Peer Tutoring to Teach Beginning Algebra Problem-Solving Skills in Heterogeneous Classrooms." Remedial and Special Education 18, no. 6 (1997): 367–79. http://dx.doi.org/10.1177/074193259701800606.

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This study examined the effectiveness of using classwide peer tutoring (CWPT) in heterogeneous middle school math classrooms to teach students in beginning algebra problem-solving skills. The literature on CWPT demonstrates its effectiveness with basic academic skills, but little research addresses whether CWPT can be effective for teaching higher order thinking skills. This study compared the effectiveness of CWPT with traditional independent student practice. Additionally, the performance of students at risk of math failure (students whose grade in math was a D or an F and/or who scored a st
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Dissertations / Theses on the topic "Algebra Study and teaching (Middle school) California"

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Stovall, Theresa A. "The efficacy in the development and implementation of the California high school exit exam and the eighth-grade algebra 1 policy." Scholarly Commons, 2011. https://scholarlycommons.pacific.edu/uop_etds/763.

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This case study analyzed the roles development and implementation have had in the Eighth-grade Algebra I policy and the California High School Exit Exam policy. From a political, economical, and historical perspective, the intended purposes of many education policies have been distorted due to implementation. By investigating national and California education policies, this case study describes the roles development and implementation have had education policies. In addition, this case study found that the state of education in California is reliant on many mitigating factors affecting educati
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Suntree, Lorie Susan. "Integrated agriscience and career awareness curriculum for elementary and middle school utilizing school gardens." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2070.

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Agriculture is a one billion dollar industry in the state of California, yet science and agriculture are overlooked in elementary and middle schools. Instead, an emphasis is placed on writing, reading, and math, subjects that are tested at the state level. As a result, fourth and eighth graders in California placed 38th out of 41 in a National Science Assessment Test. In the spring of 2003, science will be included in the statewide test; therefore, elementary and middle school will have to address the subject of science and its impact on the school day. In 2002 the California State Board of Ed
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Adams, John Ray. "Aligning brain-based middle school reform with the California State Standards." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1878.

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Ahearn, Mary Catherine, Kathleen Ryan Been, and Paula Reynolds. "Integrating the new California State Science Standards with successful middle school curriculum methodologies." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1942.

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Toney, Mark. "Environmental action projects involving middle school students." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1046.

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Oliverius, Thomas Michael. "Developing a middle school unit on computer literacy." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1225.

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Nelson, Walker Nancy J. 1980. "Progress Monitoring in Algebra: Exploring Rates of Growth for Middle School Math Curriculum-Based Measurement." Thesis, University of Oregon, 2011. http://hdl.handle.net/1794/11927.

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xvi, 136 p. : ill. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number.<br>An examination of evidence-based practices for mathematics reveals that a solid grasp of key algebraic topics is essential for successful transition from concrete to abstract reasoning in mathematics. In addition, experts indicate a need to emphasize formative assessment to allow results to inform instruction. To address the dearth of technically adequate assessments designed to support data based decision making in algebra, this study examined
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Wight, Mary Beth. "S.T.A.R.S. in the middle school: (Success Through Art Related Skills)." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1170.

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DeLeon, Adam James. "A curriculum of non-routine problems in the middle school." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2592.

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This project is a study to determine if a group of middle school students can improve their problem solving ability by means of curriculum of nonroutine problems that was presented over a six month period.
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Wilson, Clayton Shane. "A handbook for hosting a district-wide festival for literature and the arts." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1932.

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Books on the topic "Algebra Study and teaching (Middle school) California"

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Price, Jack. California algebra readiness: Concepts, skills, and problem solving. Glencoe/McGraw Hill, 2008.

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Holt California mathematics. Holt, Rinehart and Winston, 2008.

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Gordon-Holliday, Berchie W. California algebra 1: Concepts, skills, and problem solving. McGraw Hill/Glencoe, 2008.

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Glencoe/McGraw-HIll, ed. California mathematics: Concepts, skills, and problem solving. Glencoe/McGraw-Hill, 2008.

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Littell, McDougal, ed. Mathematics: Concepts and skills : California middle school. McDougal Littell, 2001.

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Don, O'Connor, ed. Pre-algebra made simple. Frank Schaffer Publications, 1999.

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Lawrence, Harold I. California mathematics. CGP Education, 2007.

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Burger, Edward B. California go math!: Middle School Grades 6-8. Houghton Mifflin Harcourt, 2015.

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Houghton Mifflin Harcourt Publishing Company, ed. California go math!: Middle School Grades 6-8. Houghton Mifflin Harcourt, 2015.

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Charles, Randall I. Pre-algebra. Lincoln Interactive Custom Publishing, 2009.

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