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Journal articles on the topic 'High school math'

Author: Grafiati

Published: 4 June 2021

Last updated: 3 February 2022

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1

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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2

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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3

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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4

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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5

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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6

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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7

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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10

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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Gerver, Robert, Lauren Santucci, and Hanah Leventhal. "Building a High School Math Research Curriculum." Mathematics Teacher 111, no. 1 (2017): 34–39. http://dx.doi.org/10.5951/mathteacher.111.1.0034.

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12

Tuerah, Philoteus Erwin Alex. "DAMPAK LESSON STUDY TERHADAP MATA PELAJARAN MATEMATIKA SMP SULAWESI UTARA." Jurnal Penelitian dan Evaluasi Pendidikan 18, no. 2 (2014): 234–45. http://dx.doi.org/10.21831/pep.v18i2.2863.

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Penelitian ini bertujuan untuk mengetahui dampak implementasi Lesson Study (melalui Program PELITA-JICA) pada mata pelajaran matematika SMP di Sulawesi Utara. Tujuan dari penelitian adalah untuk mengkaji pengaruh penerapan Lesson Study terhadap pencapaian akademik mata pelajaran matematika siswa SMP. Penelitian ini melibatkan 23 sekolah, terdiri dari 13 sekolah eksperimen (Kabupaten Minahasa Utara) dan 10 sekolah kontrol (Kabupaten Minahasa), dengan keseluruhan responden berjumlah 598 siswa. Data penelitian berupa nilai tes akademik matematika dianalisis secara statistik menggunakan uji beda (

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13

Kinser-Traut, Jennifer Y. "Why Math?" Mathematics Teacher 112, no. 7 (2019): 526–30. http://dx.doi.org/10.5951/mathteacher.112.7.0526.

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Switzer, J. Matt. "Bridging the Math Gap." Mathematics Teaching in the Middle School 15, no. 7 (2010): 400–405. http://dx.doi.org/10.5951/mtms.15.7.0400.

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15

BORMAN, STU. "HIGH SCHOOL EDUCATION: More students taking math, science." Chemical & Engineering News 69, no. 22 (1991): 4–5. http://dx.doi.org/10.1021/cen-v069n022.p004.

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16

RABER, LINDA. "U.S. high school seniors flunk science, math test." Chemical & Engineering News 76, no. 9 (1998): 11. http://dx.doi.org/10.1021/cen-v076n009.p011.

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17

Gale, David. "Egyptian Rope, Japanese Paper, and High School Math." Math Horizons 6, no. 1 (1998): 5–7. http://dx.doi.org/10.1080/10724117.1998.11975064.

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18

Andersen, Espen. "Why you should choose math in high school." Ubiquity 2006, March (2006): 2. http://dx.doi.org/10.1145/1125357.1125361.

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19

Kowski, Lynne E. "Does High School Performance Predict College Math Placement?" Community College Journal of Research and Practice 37, no. 7 (2013): 514–27. http://dx.doi.org/10.1080/10668926.2012.754730.

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20

Ballón, Estela Godinez. "Racial Differences in High School Math Track Assignment." Journal of Latinos and Education 7, no. 4 (2008): 272–87. http://dx.doi.org/10.1080/15348430802143428.

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21

Murray, Royce W. "Editorial: Influences of High School Science and Math." Analytical Chemistry 79, no. 19 (2007): 7227. http://dx.doi.org/10.1021/ac0719709.

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22

Garriott, Patton O., Kristin M. Hultgren, and Julian Frazier. "STEM Stereotypes and High School Students’ Math/Science Career Goals." Journal of Career Assessment 25, no. 4 (2016): 585–600. http://dx.doi.org/10.1177/1069072716665825.

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This study examined negative stereotypes of science, technology, engineering, and mathematics (STEM) professionals as predictors of math/science interests and career goals in a sample of high school students. In a scale development study, results of an exploratory factor analysis ( N = 341) indicated a single-factor structure best represented items for the Math and Science Stigma (MASS) Scale—a measure of negative stereotypes of STEM professionals. In a follow-up study, structural equation modeling was used to confirm the factor structure of the MASS. Further analyses showed that a model with

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23

Ibrahim, Habiba, David L. Barnes, Sheretta T. Butler-Barnes, and Odis Johnson. "Impact of In-School Suspension on Black Girls’ Math Course-Taking in High School." Social Sciences 10, no. 7 (2021): 272. http://dx.doi.org/10.3390/socsci10070272.

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Black girls are more likely to receive in-school suspension (ISS) in comparison to their non-Black peers. However, research on the effect of in-school suspension on students’ academic achievement, specifically math achievement of Black girls, is still very limited. Mathematics is an important foundational component of science, technology, and engineering fields, which are domains in which Black girls are underrepresented. Using the nationally representative Educational Longitudinal Study of 2002 (ELS:2002), this study explores the relationship between in-school suspension and the highest math

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24

Melguizo, Tatiana, and Federick Ngo. "Mis/Alignment Between High School and Community College Standards." Educational Researcher 49, no. 2 (2020): 130–33. http://dx.doi.org/10.3102/0013189x19898697.

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This study explores the extent to which “college-ready” students, by high school standards, are assigned to remedial courses in college. We used a unique longitudinal data set that links high school and community college transcript data. Focusing on math, we developed a naming device— inter-sector math misalignment (ISMM)—to measure mis/alignment between high school and college-level math standards. The results confirm that ISMM was prevalent and substantial with respect to high school grades, moderate to substantial based on different measures of math course-taking, and minor to moderate base

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25

Nguyen Van, Quyen. "STUDYING THE MATH SELF-LEARNING CAPACITY OF HIGH SCHOOL STUDENTS." Journal of Science Educational Science 65, no. 12 (2020): 155–64. http://dx.doi.org/10.18173/2354-1075.2020-0120.

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Regarding to learning in general and learning Math in particular, self-study ability is an important factor to promote effective learning. Objectives of the study, to build a framework of Math self-study capacity of high school students. Research methods, theoretical research through previous studies on competence, and students' mathematical self-study; based on the results of my proven practice research. Research results, proposing a framework of Math self-study ability of high school students including 6 basic competencies, including: Math cognitive competence; Capacity to observe situations

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26

Mooring, Raymond D. "Charter Schools and Mathematics Achievement in the State of Georgia." Journal of Studies in Education 7, no. 1 (2017): 96. http://dx.doi.org/10.5296/jse.v7i1.10641.

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This study uses hierarchical linear modeling (HLM) and factorial analysis of covariance (ANCOVA) to investigate the relationship between a school’s charter status and Math achievement. After accounting for school gender and ethnicity effects, charter school status is associated with Math achievement. Specifically, the initial status of Math achievement varies depending on ethnicity and gender, but the growth rate does not. Furthermore, district characteristics help to explain the charter school effect on Math achievement. Charter schools outperform traditional public schools when they receive

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27

Irizarry, Yasmiyn. "On Track or Derailed? Race, Advanced Math, and the Transition to High School." Socius: Sociological Research for a Dynamic World 7 (January 2021): 237802312098029. http://dx.doi.org/10.1177/2378023120980293.

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Recent scholarship has examined how accelerated math trajectories leading to calculus take shape during middle school. The focus of this study is on advanced math course taking during the critical yet understudied period that follows: the transition to high school. Data from the High School Longitudinal Study of 2009 are used to examine advanced math course taking in ninth grade, including both track persistence among students who took advanced math in middle school and upward mobility among students who took standard math in middle school. Results reveal sizable racial gaps in the likelihood

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28

Vajiac, Bogdan. "Math Roots: Can a Sixth Grader Do Trig." Mathematics Teaching in the Middle School 15, no. 3 (2009): 176–80. http://dx.doi.org/10.5951/mtms.15.3.0176.

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Can sixth graders learn trigonometry? Although this material is taught at the high school and college levels, most sixth graders are smart enough to learn it. In fact, South Korean, Romanian, and American schools abroad introduce basic trigonometry in middle school. U.S. schools can do it, too. With the right preparation, any student can learn a bit of trigonometry; a simple curiosity is enough to get started.

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29

Mastuti, Ajeng Gelora, Toto Nusantara, Purwanto Purwanto, et al. "Interpretation Awareness of Creativity Mathematics Teacher High School." International Education Studies 9, no. 9 (2016): 32. http://dx.doi.org/10.5539/ies.v9n9p32.

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<p class="apa">The purpose of this study are: a) to investigate high school math teacher creativity equality, b) to investigate what factors can inhibit their creativity consciousness. The subjects of this study consisted of two high school math teacher who had a different experience academically. The results of the qualitative research show the relationship between creativity and high school math teacher is focused on procedures and not on the product, presents the conception refers to the creativity in the perspective of learners. The observation of classes conducted by researchers for

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Daun-Barnett, Nathan, and Edward P. St. John. "Constrained Curriculum in High Schools: The Changing Math Standards and Student Achievement, High School Graduation and College Continuation." education policy analysis archives 20 (February 20, 2012): 5. http://dx.doi.org/10.14507/epaa.v20n5.2012.

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Mathematics education is a critical public policy issue in the U.S. and the pressures facing students and schools are compounded by increasing expectations for college attendance after high school. In this study, we examine whether policy efforts to constrain the high school curriculum in terms of course requirements and mandatory exit exams affects three educational outcomes – test scores on SAT math, high school completion, and college continuation rates. We employ two complementary analytic methods – fixed effects and difference in differences (DID) – on panel data for all 50 states from 19

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31

Langbort, Carol R. "Jar Lids—an Unusual Math Manipulative." Arithmetic Teacher 36, no. 3 (1988): 22–25. http://dx.doi.org/10.5951/at.36.3.0022.

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For the past fifteen years, many educators have made an effort to incorporate the use of concrete materials into the elementary school mathematics curriculum. These manipulatives are, in fact. useful with students at all levels; however, some teachers still reject using them. The authors of both the 1985 Math Framework for California Public Schools and the 1987 Mathematics Model Curriculum Guide, K–8 recommend the use of concrete materials for all learners, including high school students and adults. Certainly, manipulative material should be used without question in the elementary grades.

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Susanti, Eka, and Siti Kumawati. "Learning with Mak Karjo Media to Increase Student Motivation for Learning Materials Trigonometry High School Students." Proceeding International Conference on Science and Engineering 3 (April 30, 2020): 537–41. http://dx.doi.org/10.14421/icse.v3.558.

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Math learning is growing as the times evolve. More and more media is used to enhance student learning motivation. This assessment aims to create a math learning design that can increase the motivation of learning students through Math card matchmaking (Mak Karjo) in high school students. As for the use is a descriptive method and the post facto method ex. The descriptive method used is with the development of pre-existing research results. While the method ex post facto, that is to assess the use of Media card soul mate in improving the motivation to learn high school students. Mak Karjo is th

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Qu, Zhilin, Jingjing Chen, Baosong Li, Jinxuan Tan, Dan Zhang, and Yu Zhang. "Measurement of High-School Students’ Trait Math Anxiety Using Neurophysiological Recordings During Math Exam." IEEE Access 8 (2020): 57460–71. http://dx.doi.org/10.1109/access.2020.2982198.

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34

Shirvani, Hosin. "Math Anxiety among High School Students: Does Gender Matter?" International Journal of Learner Diversity and Identities 22, no. 3 (2015): 17–23. http://dx.doi.org/10.18848/2327-0128/cgp/v22i03/48603.

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35

Thị Bạch Tuyết, Thịnh. "Teaching aware active tactics to high school math students." Journal of Science, Educational Science 60, no. 8A (2015): 198–204. http://dx.doi.org/10.18173/2354-1075.2015-0182.

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36

McMaster, Laura, and Paul Betts. "Making School Math Messy: Deepening Mathematical Appreciation in Gifted High School Students." Gifted and Talented International 22, no. 2 (2007): 89–95. http://dx.doi.org/10.1080/15332276.2007.11673499.

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37

Fong, Carlton J., and Kristen P. Kremer. "An Expectancy-Value Approach to Math Underachievement: Examining High School Achievement, College Attendance, and STEM Interest." Gifted Child Quarterly 64, no. 2 (2019): 67–84. http://dx.doi.org/10.1177/0016986219890599.

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Students’ academic underachievement, defined as discrepancies between ability and academic performance, is a widespread problem leading to many negative consequences. Our study examines high school students’ math underachievement, its motivational antecedents, and its impact on future math achievement, college attendance, and STEM (science, technology, engineering, and mathematics) interest. Using data from the nationally representative High School Longitudinal Study, we identified students who exhibited a math ability–achievement discrepancy between their standardized math scores at the begin

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Haller, Emil J., David H. Monk, Alyce Spotted Bear, Julie Griffith, and Pamela Moss. "School Size and Program Comprehensiveness: Evidence From High School and Beyond." Educational Evaluation and Policy Analysis 12, no. 2 (1990): 109–20. http://dx.doi.org/10.3102/01623737012002109.

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The demand for school improvement has increased concern over the ability of small high schools to offer comprehensive programs and has raised anew the pressure for consolidation. However, although large schools clearly offer more courses than do small ones, it is less clear that they offer more comprehensive programs. In this study we use the High School and Beyond data to address three questions, (a) Are the math, science, and foreign language programs of large schools more comprehensive than those of small ones? (b) For any given school size, are these programs equally comprehensive? (c) Is

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Doenges, William, Sydney Potts, Christopher Rathman, Cody Winters, and Warren Neff. "Geophysics in the high school STEM setting." Leading Edge 38, no. 11 (2019): 873–77. http://dx.doi.org/10.1190/tle38110873.1.

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In 2014, Bartlesville High School in Bartlesville, Oklahoma, USA, started an advanced math applications class as part of its new science, technology, engineering, and math (STEM) program. Selected exploration geophysics topics were incorporated as part of the class. Four of the class students in the 2017–2018 school year completed independent study of various topics in seismic acquisition design for science fair projects. The contents of this paper are the findings of those science fair projects. Contents include generating evenly distributed fold for compressional wave surveys (P-P), evenly d

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Thilmany, Jean. "Holding Up the Middle." Mechanical Engineering 136, no. 04 (2014): 32–37. http://dx.doi.org/10.1115/1.2014-apr-1.

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This article highlights the introduction of new programs that keep science, technology, engineering, and math (STEM) education in focus for students between elementary and high school. The number of U.S. STEM middle school magnets grows every year thanks in part to a curriculum from Project Lead the Way. Magnet schools are public schools that tie curriculum to a certain theme; the schools offer choice to a diverse population by drawing interested students from surrounding districts. Middle school units focus on engineering design, sustainable energy solutions, aeronautics, astronautics, and gr

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Buser, Thomas, Noemi Peter, and Stefan C. Wolter. "Gender, Competitiveness, and Study Choices in High School: Evidence from Switzerland." American Economic Review 107, no. 5 (2017): 125–30. http://dx.doi.org/10.1257/aer.p20171017.

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Willingness to compete has been found to predict individual and gender differences in educational choices and labor market outcomes. We provide further evidence for this relationship by linking Swiss students' Baccalaureate school (high school) specialization choices to an experimental measure of willingness to compete. Boys are more likely to specialize in math in Baccalaureate school. In line with previous findings, competitive students are more likely to choose a math specialization. Boys are more likely to opt for competition than girls and this gender difference in competitiveness could p

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42

Berry, Robert Q., and Matthew R. Larson. "The need to catalyze change in high school mathematics." Phi Delta Kappan 100, no. 6 (2019): 39–44. http://dx.doi.org/10.1177/0031721719834027.

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Results on the National Assessment for Education Progress and the Program for International Student Assessment show that high school mathematics instruction is past due for a redesign. Despite calls for reform going back at least four decades, the structure of math instruction has remained largely the same. In April 2018, the National Council of Teachers of Mathematics released Catalyzing Change in High School Mathematics: Initiating Critical Conversations to promote discussion of the changes needed. Robert Berry and Matthew Larson, current and past presidents of NCTM, describe the arguments w

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Shapka, Jennifer D. "Trajectories of math achievement and perceived math competence over high school and postsecondary education: effects of an all-girl curriculum in high school." Educational Research and Evaluation 15, no. 6 (2009): 527–41. http://dx.doi.org/10.1080/13803610903354775.

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Herawati, Mutia, Abdul Muhid, and Asep Saepul Hamdani. "Self-Efficacy, Social Support, Academic Flow, and Math Anxiety among Islamic Senior High School Students." Psympathic : Jurnal Ilmiah Psikologi 7, no. 2 (2021): 315–26. http://dx.doi.org/10.15575/psy.v7i2.8474.

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Math anxiety is a crucial problem experienced by almost all students. Due to the math anxiety affects the decreasing of mathematics achievement, many educators and researchers focused to overcome the math anxiety. The purpose of this study is to empirically examine the effects of math self-efficacy, social support, and academic flow on math anxiety. This research used a quantitative approach, by using psychological scales survey as a data collection. The participants of this study were 167 students which were collected using quota sampling technique at two high schools. The results show that t

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Naslund, Beverly. "Projects: Math and Science Solutions (MASS) Project." Mathematics Teacher 96, no. 3 (2003): 222. http://dx.doi.org/10.5951/mt.96.3.0222.

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The Math and Science Solutions (MASS) project is an Eisenhower Professional Development Grant that connects schools in diverse settings throughout Illinois using a variety of learning technologies. The goal of the MASS project is to improve instruction and student learning in middle school and high school mathematics and science classrooms by helping to increase teachers' content knowledge, technology integration skills, and engaged learning knowledge, in addition to creating a forum for collaboration on classroom and curricular ideas. A learning network has been formed by connecting mathemati

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46

Rešić, Sead, Admira Ahmetbegović, and Alma Škrobić. "STUDENTS' ATTITUDE AND ACCEPTANCE OF MATH STUDIES." Journal Human Research in Rehabilitation 2, no. 2 (2012): 20–29. http://dx.doi.org/10.21554/hrr.091206.

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The aim of this paper is to ascertain the type of relation elementary school students have toward mathematics classes. Through employing technical and scientific methods, a basis was constructed which can provide answers to numerous questions related to math classes, relation of students towards the subject matter, as well as to results being achieved in the subject mathematics during elementary education. The fact is that elementary school students exhibit difficulties in accepting the subject and achieve lower results in mathematics in comparison to other school subjects. Likewise, it is a f

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47

Barger, Rita H., and Ann C. McCoy. "Calculus in the Middle School?" Mathematics Teaching in the Middle School 15, no. 6 (2010): 348–53. http://dx.doi.org/10.5951/mtms.15.6.0348.

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The path of a thrown ball is one of many examples that can connect middle school math to calculus. Showing this calculus connection early may motivate students to undertake increasingly advanced high school and college math.

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Cheema, Jehanzeb R. "Effect of math-specific self-efficacy on math literacy: Evidence from a Greek survey." Research in Education 102, no. 1 (2017): 13–36. http://dx.doi.org/10.1177/0034523717741914.

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Prior research has suggested a strong link between student-level psychological constructs such as self-efficacy and achievement in academics. In this study, we looked at the relationship between math self-efficacy and mathematics literacy using a large-scale survey from Greece. Our analytical results show that there is a strong association between math self-efficacy and math literacy among Greek high school students, and that this association persists even after controlling for student-level differences such as age, grade, gender, parental education, parental occupation, family wealth, cultura

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Sciarra, Daniel T. "Predictive Factors in Intensive Math Course-Taking in High School." Professional School Counseling 13, no. 3 (2010): 2156759X1001300. http://dx.doi.org/10.1177/2156759x1001300307.

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This article presents a study that investigated factors that distinguish high school students who completed at least one course beyond Algebra 2 from those who completed a course in Algebra 2 or less. The sample included a cohort of 11,909 high school seniors who participated in the Educational Longitudinal Study 2002–2004. Data were analyzed using a multinomial logistic regression and results indicated that student expectations, parent aspirations, race, and socioeconomic status were among the most significant predictors. Implications for school counselors are discussed.

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Hodge, Lynn Liao, and Michael Lawson. "Strengthening Partnerships through Family Math Nights." Mathematics Teaching in the Middle School 23, no. 5 (2018): 284–87. http://dx.doi.org/10.5951/mathteacmiddscho.23.5.0284.

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Collaboration is central to impacting mathematics teaching and learning. As a university mathematics education professor (the first author) and a graduate student in mathematics education and former high school mathematics teacher (the second author), we have initiated partnerships with urban and rural middle schools, families, and preservice teachers during the past five years, using Family Math Nights (FMNs) as the vehicle for collaboration. FMNs are events that usually take place in school gyms, libraries, or cafeterias to promote awareness and inspire interest in K-12 mathematics education

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