Relevant bibliographies by topics / High school math

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'High school math'

Author: Grafiati
Published: 4 June 2021
Last updated: 3 February 2022

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Journal articles on the topic "High school math"

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Smith, Thomas J., David A. Walker, Hsiang-Ting Chen, Zuway-R. Hong, and Huann-shyang Lin. "School belonging and math attitudes among high school students in advanced math." International Journal of Educational Development 80 (January 2021): 102297. http://dx.doi.org/10.1016/j.ijedudev.2020.102297.

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Nguyen Van, Quyen. "Developing Maths self-study capacity among High school students." Journal of Science Educational Science 65, no. 9 (2020): 180–90. http://dx.doi.org/10.18173/2354-1075.2020-0104.

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Self-study capacity is an important studying factor, especially maths, to promote learning efficiency. The research objective is topropose specific measures for developing self-studying capacity in Maths of high school students. The result proposes four measures for developing self-studying ability in Mathematics for high school students, including Motivating students' learning activities; Train skills and learning methods suitable for students' Math self-study tasks; Design learning tasks as a teaching method, in which gradually increasing difficulty for students to practice solving tasks; Pr
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Venne, Greg. "High-School Students Write about Math." English Journal 78, no. 1 (1989): 64. http://dx.doi.org/10.2307/817993.

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Green, D. R., and Serge Lang. "Math! Encounters with High School Students." Mathematical Gazette 71, no. 456 (1987): 175. http://dx.doi.org/10.2307/3616537.

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Xu, Hui. "Using Mathematical Software in High School Math Class: A Case Study." International Journal of Information and Education Technology 6, no. 12 (2016): 966–71. http://dx.doi.org/10.7763/ijiet.2016.v6.826.

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Moniuszko, Linda K. "“Reality Math”." Arithmetic Teacher 39, no. 1 (1991): 10–16. http://dx.doi.org/10.5951/at.39.1.0010.

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Junior high school and middle school students are a rare breed. They can be utterly charming one minute and yet extremely difficult to reach the next. Their minds seem to be everywhere but in the classroom. The far-off goal of high school graduation is too remote to entice some to hard work, and to others it must seem the impossible dream.
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Post, Thomas R., Amanuel Medhanie, Michael Harwell, et al. "The Impact of Prior Math Achievement on the Relationship Between HS Math Curricula and Postsecondary Math Performance, Course-Taking, and Persistence." Journal for Research in Mathematics Education 41, no. 3 (2010): 274–308. http://dx.doi.org/10.5951/jresematheduc.41.3.0274.

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This retrospective study examined the impact of prior mathematics achievement on the relationship between high school mathematics curricula and student postsecondary mathematics performance. The sample (N = 4,144 from 266 high schools) was partitioned into 3 strata by ACT mathematics scores. Students completing 3 or more years of a commercially developed curriculum, the University of Chicago School Mathematics Project curriculum, or National Science Foundation-funded curriculum comprised the sample. Of interest were comparisons of the difficulty level and grade in their initial and subsequent
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White, Paula A., Adam Gamoran, John Smithson, and Andrew C. Porter. "Upgrading the High School Math Curriculum: Math Course-Taking Patterns in Seven High Schools in California and New York." Educational Evaluation and Policy Analysis 18, no. 4 (1996): 285–307. http://dx.doi.org/10.3102/01623737018004285.

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Previous studies have indicated that students enrolled in the general math track do not take as much math and do not learn as much math as students in college-preparatory math courses ( Gamoran, 1987 ; Oakes, 1985 ; Porter, 1989 ). State, district, and school initiatives in California and New York have been developing mechanisms to address this problem of inequality by creating new transition math courses and eliminating the general math track. This study examines course-taking patterns of students in seven high schools in California and New York that have attempted to enroll lower level math
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Gamoran, Adam. "Student Achievement in Public Magnet, Public Comprehensive, and Private City High Schools." Educational Evaluation and Policy Analysis 18, no. 1 (1996): 1–18. http://dx.doi.org/10.3102/01623737018001001.

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Problems with our public urban high schools are widely discussed, and many see magnet schools and private schools as the answer. But are those schools really better at increasing the academic skills of students? Using the National Educational Longitudinal Survey, I estimated the effect of attending a magnet school, Catholic school, or secular private school on the achievement of urban students in math, reading, science, and social studies. I then compared these estimates to the achievement of students who attend comprehensive public high schools. I found that magnet schools are more effective
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Ryden, Robert. "Astronomical Math." Mathematics Teacher 92, no. 9 (1999): 786–92. http://dx.doi.org/10.5951/mt.92.9.0786.

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High school mathematics teachers are always looking for applications that are real and yet accessible to high school students. Astronomy has been little used in that respect, even though high school students can understand many of the problems of classical astronomy. Examples of such problems include the following: How did classical astronomers calculate the diameters and masses of Earth, the Moon, the Sun, and the planets? How did they calculate the distances to the Sun and Moon? How did they calculate the distances to the planets and their orbital periods? Many students are surprised to lear
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Dissertations / Theses on the topic "High school math"

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Barkley, Cynthia Vanderwilt. "Math lessons for Fontana High School software." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/935.

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Lynn, Derek. "Implementing Writing in a Secondary Math Class to Improve Student Understanding of Math Concepts." Defiance College / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=def1281622037.

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Nagisetty, Vytas. "Using Music-Related Concepts to Teach High School Math." PDXScholar, 2014. https://pdxscholar.library.pdx.edu/open_access_etds/1958.

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The purpose of this research was to test a strategy which uses music-related concepts to teach math. A quasi-experimental study of two high school remedial geometry sections was conducted during a review lesson of ratio, proportion, and cross multiplication. A pretest was given to both groups. Then, Group A received normal textbook instruction while Group B received the treatment, Get the Math in Music, which is an online activity involving proportional reasoning in a music-related context. Afterwards, a posttest was given to both groups. Pretest and posttest scores were used to compare gains
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Reyes, Ernesto Oscar. "COMMUNITY COLLEGE AND HIGH SCHOOL PARTNERSHIP: COLLEGE MATH READINESS PROGRAM." CSUSB ScholarWorks, 2016. https://scholarworks.lib.csusb.edu/etd/377.

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This study describes the partnership between an urban community college and seven high schools from its inception. The purpose of the partnership was to increase the number of high school seniors transitioning into college-level math courses through the college math readiness program, an existing community college intermediate algebra course. In addition to archival records and documents, college math faculty, high school math teachers, administrators and staff, and college students were interviewed for this study. Four major challenges were identified in the following areas: student recruitme
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Claiborne, Roberts Kenya. "High School Math Teachers' Perspectives About Improving Teaching Constructed Response Questions." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2802.

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Student test scores related to mathematical word problems have been declining in a rural school district in western Louisiana. Word problems constitute a major component of the Algebra 1 End of Course examination, which students must be able to pass to graduate. Mathematics teachers have struggled to find appropriate strategies to teach students to answer constructed response questions (CRQs) effectively. The purpose of this study was to investigate the perceptions of math teachers about effective teaching strategies for improving student performance on CRQs. Guided by Piaget's constructivist
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Sullivan, Mariya Anne. "Factors underlying high school mathematics teachers' perceptions of challenging math tasks." Scholarly Commons, 2019. https://scholarlycommons.pacific.edu/uop_etds/3584.

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In this confirmatory factor analysis, factors previously identified to explain the variability in Middle School Mathematics Teachers’ perception of the Common Core State Standards of Mathematics were considered as factors hypothesized to effect high school math teachers’ perceptions of challenging math tasks (CMTs). The factor of student characterization (i.e., disposition, academic preparation, and student behavior) was additionally considered as a factor hypothesized to explain teachers’ perceptions of CMTs, as well as site-based variables (i.e., curriculum, assessment and evaluation, profe
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Strohmyer, Daniel. "Student Perceptions of Flipped Learning in a High School Math Classroom." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2178.

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Flipped classrooms are implemented in more schools each year, particularly in courses requiring increased teacher guidance for mastery. While a foundation of research related to pedagogy and academic outcomes exists, research is limited surrounding student perceptions of the social and learning culture during flipped learning. The purpose of this study was to explore high school math students' lived experiences of flipped learning related to content and instruction, critical thinking, and collaboration and interactions. A phenomenological design was employed using a conceptual framework combin
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Nivens, Ryan Andrew. "Constructivist Ways to Teach Middle School Math Teachers." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/234.

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Lucas, Roland. "Restructuring High School Math Learning Spaces with Interactive Technology and Transformative Pedagogy." Thesis, City University of New York, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3601712.

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<p> There are three hypotheses for this research: 1. High school mathematics students in urban public schools, who are provided interactive technology resources during normal course work, will experience a multiplier effect of enhanced learning in mathematics. They will have an increase in positive dispositions indicative of their identity development as competent doers of math. 2. Through focusing on solving problems that relate to the life-world of students, students will experience an increase in the levels of solidarity with participants of the course. This will have a positive impact of t
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Osowski, Cynthia Davis. "Relationship Between Job Embeddedness and Turnover Intention of High School Math Teachers." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/6087.

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Teacher turnover has been a problem in U.S. public schools, especially among math teachers, and is more prevalent in schools that have a majority of students from low-income families. Teacher turnover has been shown to have a negative effect on student performance. The purpose of this quantitative, nonexperimental study was to investigate on-the job and off-the job embeddedness and its dimensions of links, fit, and sacrifice to determine effects on math teacher turnover intention. The theory of job embeddedness provided the framework for the study. Data were collected from 152 high school math
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Books on the topic "High school math"

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(Firm), Princeton Review, ed. High school math III review. Random House, 1999.

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Bobrow, Jerry. California high school exit exam: Math. John Wiley, 2005.

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Lang, Serge. Math!: Encounters with high school students. Springer-Verlag, 1985.

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Jeff, Hruby, ed. CAHSEE-Math: California high school exit exam. 2nd ed. Barrons Educational Series, 2008.

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J, Windspirit Pamela, ed. Barron's FCAT high school math: Florida Comprehensive Assessment Test. 2nd ed. Barron's Educational Series, 2009.

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Anderson, Ed. AIMS - math Arizona instrument to measure standards high school exit exam. Barrons Educational Series, 2007.

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Reading and writing across the high school science and math curriculum. EDINFO Press in cooperation with ERIC Clearinghouse on Reading and Communication Skills, 1992.

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Osborn, Donna Marie. Barron's Indiana ISTEP + GQE: High school graduation qualifying exam in math. Barron's Educational Series, 2007.

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Gerver, Julianne, editor of compilation, ed. Writing math research papers: A guide for high school students and instructors. Information Age Publishing, Inc., 2014.

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Mathematics 1, grades 9-12 notetaking guide: Mcdougal littell high school math georgia. Holt Mcdougal, 2007.

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Book chapters on the topic "High school math"

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Nite, Sandra. "Energy Math Lessons for Math Classes." In Pedagogy and Content in Middle and High School Mathematics. SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6351-137-7_57.

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Allen, G. Donald. "Microwave Math." In Pedagogy and Content in Middle and High School Mathematics. SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6351-137-7_10.

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Ross, Amanda. "Online Assessments in Math." In Pedagogy and Content in Middle and High School Mathematics. SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6351-137-7_37.

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Lackey, Donna. "What is Mental Math?" In Pedagogy and Content in Middle and High School Mathematics. SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6351-137-7_53.

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Horvatek, Antonija. "Using Technology In Teaching Math." In Pedagogy and Content in Middle and High School Mathematics. SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6351-137-7_43.

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Wick, John W. "The Learning Event: A High School’s Math Program for the College Bound." In School-Based Evaluation. Springer Netherlands, 1987. http://dx.doi.org/10.1007/978-94-009-4221-9_4.

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Rogers, Maria, and Debbie Yuster. "Insights from math-science collaboration at the high school level." In DIMACS Series in Discrete Mathematics and Theoretical Computer Science. American Mathematical Society, 2011. http://dx.doi.org/10.1090/dimacs/076/10.

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Allen, G. Donald, and Sandra Nite. "When It Comes To Math, What Exactly are We Testing For?" In Pedagogy and Content in Middle and High School Mathematics. SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6351-137-7_38.

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Oyesiku, Damilola, Adewole Adewumi, Sanjay Misra, Ravin Ahuja, Robertas Damasevicius, and Rytis Maskeliunas. "An Educational Math Game for High School Students in Sub-Saharan Africa." In Communications in Computer and Information Science. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-01535-0_17.

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A., Ricardo Contreras, Pedro Salcedo L., and M. Angélica Pinninghoff J. "Performance of High School Students in Learning Math: A Neural Network Approach." In Lecture Notes in Computer Science. Springer Berlin Heidelberg, 2009. http://dx.doi.org/10.1007/978-3-642-02267-8_55.

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Conference papers on the topic "High school math"

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Zeid, Abe, Sagar Kamarthi, Claire Duggan, and Jessica Chin. "CAPSULE: An Innovative Capstone-Based Pedagogical Approach to Engage High School Students in STEM Learning." In ASME 2011 International Mechanical Engineering Congress and Exposition. ASMEDC, 2011. http://dx.doi.org/10.1115/imece2011-62187.

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School children in general and high school students, in particular more often than not lose interest in STEM (science, technology, engineering, and math) education. Underrepresented and female students are even more discouraged by STEM courses. Our investigation and interviews with high school teachers cite that the main reason for such disinterest is the disconnect between school and reality. Students cannot relate the abstract concepts they learn in physics, biology, chemistry, or math to their surroundings. This paper discusses a new capstone project-based approach that closes this gap. Thi
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Miyadera, R., K. Miyabe, D. Kitajima, N. Fujii, and K. Fujii. "How high school students could present original math research using Mathematica." In Proceedings of the Fifth International Mathematica Symposium. PUBLISHED BY IMPERIAL COLLEGE PRESS AND DISTRIBUTED BY WORLD SCIENTIFIC PUBLISHING CO., 2003. http://dx.doi.org/10.1142/9781848161313_0021.

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Yulin, Yuan, and Zhang Guiyun. "High school math text similarity studies based on CNN and BiLSTM." In 2020 5th International Conference on Mechanical, Control and Computer Engineering (ICMCCE). IEEE, 2020. http://dx.doi.org/10.1109/icmcce51767.2020.00434.

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Benedict, Jennifer. "Design and Deployment of a High School Applied Math Class Using Engineering Applications." In AIAA Scitech 2021 Forum. American Institute of Aeronautics and Astronautics, 2021. http://dx.doi.org/10.2514/6.2021-0480.

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Wong, Kaufui V., Baochan D. Do, and William Hagen. "Math and Science Education Comparisons Between the United States and the Rest of the World." In ASME 2008 International Mechanical Engineering Congress and Exposition. ASMEDC, 2008. http://dx.doi.org/10.1115/imece2008-67317.

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At the end of secondary education, the students of the United States are behind most advanced countries in science and mathematics. The main problem lies in the fact that the United States education system does not have a clear focus in their teaching of math and science through primary and secondary schools. According to the United States Department of Education, only 22 of the 50 states in the U.S. require that three years of math and science be taught in order to graduate from high school. This puts students of the United States at a disadvantage against the rest of the competitors on the g
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Hikmah, Ms, and Nursafitri Amin. "The Development of High Order Thinking Skill Instrument Assessment in Math Study at Senior High School." In Proceedings of the 1st International Conference on Advanced Multidisciplinary Research (ICAMR 2018). Atlantis Press, 2019. http://dx.doi.org/10.2991/icamr-18.2019.33.

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Li, Xianyong. "Let high school math teaching plug in the wings--The practice and research of the Geometer's Sketchpad in high school mathematics teaching." In 2017 3rd International Conference on Economics, Social Science, Arts, Education and Management Engineering (ESSAEME 2017). Atlantis Press, 2017. http://dx.doi.org/10.2991/essaeme-17.2017.254.

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Yerizon, Muthia Rahmi, and Yerizon. "Practicality of Math Worksheets Based on Guided Discovery on Class VII Junior High School." In Proceedings of the 2nd International Conference on Mathematics and Mathematics Education 2018 (ICM2E 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/icm2e-18.2018.62.

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Gargroetzi, Emma Carene. "An ethnography of re/humanizing (math) pedagogies at a predominantly latinx california high school." In 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. PMENA, 2020. http://dx.doi.org/10.51272/pmena.42.2020-71.

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Rust, Michael, Bartley Richardson, Karen Davis, Suzanne Soled, and Pamela Heckel. "Work in Progress: Introducing Electrical and Computer Engineering to High School Math and Science Students." In Proceedings. Frontiers in Education. 36th Annual Conference. IEEE, 2006. http://dx.doi.org/10.1109/fie.2006.322636.

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Reports on the topic "High school math"

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Nagisetty, Vytas. Using Music-Related Concepts to Teach High School Math. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.1957.

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Goodman, Joshua. The Labor of Division: Returns to Compulsory High School Math Coursework. National Bureau of Economic Research, 2017. http://dx.doi.org/10.3386/w23063.

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Berlinski, Samuel, Matías Busso, Taryn Dinkelman, and Claudia Martínez A. Reducing Parent-School Information Gaps and Improving Education Outcomes: Evidence from High-Frequency Text Messages. Inter-American Development Bank, 2021. http://dx.doi.org/10.18235/0003257.

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We conducted an experiment in low-income schools in Chile to test the effects and behavioral changes triggered by a program that sends attendance, grade, and classroom behavior information to parents via weekly and monthly text messages. Our 18-month intervention raised average math GPA by 0.09 of a standard deviation and increased the share of students satisfying attendance requirements for grade promotion by 4.5 percentage points. Treatment effects were larger for students at higher risk of later grade retention and dropout. Leveraging existing school inputs for a light-touch, cost-effective
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Bauder, T. A. Proposal to improve math, science and computer science education at Woodrow Wilson Senior High School through the implementation of technological innovations. Office of Scientific and Technical Information (OSTI), 1994. http://dx.doi.org/10.2172/510608.

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Dempsey, Terri L. Handling the Qualitative Side of Mixed Methods Research: A Multisite, Team-Based High School Education Evaluation Study. RTI Press, 2018. http://dx.doi.org/10.3768/rtipress.2018.mr.0039.1809.

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Attention to mixed methods studies research has increased in recent years, particularly among funding agencies that increasingly require a mixed methods approach for program evaluation. At the same time, researchers operating within large-scale, rapid-turnaround research projects are faced with the reality that collection and analysis of large amounts of qualitative data typically require an intense amount of project resources and time. However, practical examples of efficiently collecting and handling high-quality qualitative data within these studies are limited. More examples are also neede
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Hashemian, Hassan. Infrastructure Academy Transportation Program. Mineta Transportation Institute, 2021. http://dx.doi.org/10.31979/mti.2021.1919.

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The College of Engineering, Computer Science, and Technology at the California State University, Los Angeles has expanded its National Summer Transportation Institute into a year-long program by creating the Infrastructure Academy Transportation Program (IATP). The goal of this program is to build a pipeline of diverse, well qualified young people for the transportation industry. The program works with high school students and teachers to offer academic courses, basic skills, workforce readiness training, internships, extracurricular activities, and career placements to prepare students and pl
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Ellison, Glenn, and Ashley Swanson. Heterogeneity in High Math Achievement Across Schools: Evidence from the American Mathematics Competitions. National Bureau of Economic Research, 2012. http://dx.doi.org/10.3386/w18277.

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Abdulkadiroglu, Atila, Parag Pathak, and Alvin Roth. Strategy-proofness versus Efficiency in Matching with Indifferences: Redesigning the New York City High School Match. National Bureau of Economic Research, 2009. http://dx.doi.org/10.3386/w14864.

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Benson, Vivienne, and Jenny C. Aker. Improving Adult Literacy in Niger Through Mobile Calls to Teachers. Institute of Development Studies and The Impact Initiative, 2021. http://dx.doi.org/10.35648/20.500.12413/11781/ii368.

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In Niger, one of the poorest countries in the world, 85 per cent of adults are unable to read or write, even in local languages. Adult education programmes can be a route to improving adult literacy rates, but non-governmental organisation (NGO) and government schemes are characterised with low enrolment, high dropout, and poor teacher attendance. In partnership with the Ministry of Education, Catholic Relief Services, the Sahel Group, and Tufts University, regular phone calls and motivational support were given to teachers to encourage and monitor attendance of adult education programmes betw
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