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Journal articles 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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1

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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4

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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9

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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10

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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11

Gürbüz, Mustafa Çağrı, and M. Emin Ozdemir. "A Learning Trajectory Study on How the Concept of Variable Is Constructed by Students." World Journal of Education 10, no. 1 (2020): 134. http://dx.doi.org/10.5430/wje.v10n1p134.

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The aim of this study was to examine 6th-grade students’ mathematical abstraction processes related to the concept of variable by using the teaching experiment method and to reveal their learning trajectories in the context of the RBC+C model. A teaching experiment was administered to a class of 29 middle school students for 3 weeks. Observations, interviews, and the Diagnostic Algebra Test were used as data collection instruments to reveal the students’ abstraction processes and determine their learning trajectories. Qualitative data were analyzed through content analysis, and qualitative dat

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Ferdiani, Rosita Dwi, Trija Fayeldi, and Tatik Retno Murniasih. "PELATIHAN PENGGUNAAN KOMIK MATEMATIKA PADA SISWA SMP." PEDULI: Jurnal Ilmiah Pengabdian Pada Masyarakat 3, no. 2 (2019): 27–36. http://dx.doi.org/10.37303/peduli.v3i2.125.

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abstract: Mathematics is a subject that is still considered difficult by some students. This is because, mathematics is always associated with calculations, formulas, and graphics. In addition there is material in mathematics that is abstract. So students must imagine something abstract in order to understand the material. For this reason, students need intermediaries who make it easy to understand something abstract. This intermediary is called learning media. Based on interviews with mathematics teachers at MTs Miftahul Ulum Ngembal and PGRI Tutur Islamic Middle School, the procurement of ma

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13

"Language learning." Language Teaching 40, no. 3 (2007): 256–63. http://dx.doi.org/10.1017/s0261444807004387.

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07–398Ammar, Ahlem (U de Montréal, Canada; ahlem.ammar@umontreal.ca) & Nina Spada, One size fits all? Recasts, prompts, and L2 learning. Studies in Second Language Acquisition (Cambridge University Press) 28.4 (2006), 543–574.07–399August, Gail (Hostos Community College, USA), So, what's behind adult English second language reading?Bilingual Research Journal (National Association for Bilingual Education) 30.2 (2006), 245–264.07–400Beasley, Robert (Franklin College, USA; rbeasley@franklincollege.edu), Yuangshan Chuang& Chao-chih Liao, Determinants and effects of English language immersi

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14

"Reading and writing." Language Teaching 38, no. 3 (2005): 132–42. http://dx.doi.org/10.1017/s0261444805232998.

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05–267Aitchison, Claire (U of Western Sydney, Australia), Thesis writing circles. Hong Kong Journal of Applied Linguistics (Hong Kong, China) 8.2 (2003), 97–115.05–268Allison, Desmond (The National U of Singapore), Authority and accommodation in higher degree research proposals. Hong Kong Journal of Applied Linguistics (Hong Kong, China) 8.2 (2003), 155–180.05–269Bazerman, Charles (U of California, Santa Barbara, USA), An essay on pedagogy by Mikhail M. Bakhtin. Written Communication (Thousand Oaks, CA, USA) 22.3 (2005), 333–338.05–270Belanger, Joe (U of British Columbia, USA), ‘When will we e

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Noble, Greg, and Megan Watkins. "On the Arts of Stillness: For a Pedagogy of Composure." M/C Journal 12, no. 1 (2009). http://dx.doi.org/10.5204/mcj.130.

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We live in an era in which the ‘active learner’ has become accepted as the fundamental goal of good teaching from early childcare to university education (Silberman; University of Melbourne University). In this paper we reflect upon the arts of stillness in contemporary classrooms based on research in schools across Sydney (Watkins and Noble).Part of the context for this paper is the way ‘activity’ has been uncritically elevated to a pedagogic principle in contemporary education. Over several decades a critique of traditional or more formal approaches to education has produced an increasing em

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Ewing, Andrew. "Emotional Memory Forever: The Cinematography of Paul Ewing." M/C Journal 20, no. 1 (2017). http://dx.doi.org/10.5204/mcj.1205.

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Over a period of ten years Paul Ewing documented the life of his family on film – initially using Super 8 film and then converting to VHS with the advent of the new technology. Through the lens of home movies, autoethnography and memory I discuss his approach to amateur image making and its lasting legacy. Home movies have been the driving force behind a number of autobiographical documentaries such as Tarnation, Video Fool for Love and Stories We Tell. Here I take an auto ethnographical look at the films my own father made over a ten year period, prior to my parents divorce, and examine their

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