Relevant bibliographies by topics / High school mathematics teachers

Contents

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

Academic literature on the topic 'High school mathematics teachers'

Author: Grafiati
Published: 4 June 2021
Last updated: 7 February 2022

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Journal articles on the topic "High school mathematics teachers"

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Hameed, Gulnaz, and Intzar Hussain Butt. "Teaching Mathematics at High School: A Comparison of Public and Private School Teachers’ Practices." Global Social Sciences Review III, no. IV (2018): 127–41. http://dx.doi.org/10.31703/gssr.2018(iii-iv).09.

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This paper compares the mathematics teaching practices of private and public high school teachers in Punjab. Two hundred public and 180 private school teachers were selected by using random sampling technique from district Sahiwal. The quantitative data was collected by using a Likert type 58 questionnaire items. The questionnaire consisted of six parts: mathematic teaching practices, mathematic effective students’ instruction, mathematic resources availability, use of mathematic resources, use of instructional techniques and evaluation techniques used by the teachers. The study indicated that
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Stohlmann, Micah. "STEM Integration for High School Mathematics Teachers." Journal of Research in STEM Education 6, no. 1 (2020): 52–63. http://dx.doi.org/10.51355/jstem.2020.71.

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The discipline of mathematics in science, technology, engineering, and mathematics (STEM) integration has not yet been consistently connected in a clear way for a large amount of high school mathematics teacher to implement STEM integration well. In response to this I have proposed a focus on integrated steM education; the integration of STEM subjects with an explicit focus on mathematics. There are benefits to integrated steM education in a mathematics classroom including increased motivation, interest, and achievement for students. Integrated steM integration can also prepare students with t
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Curtis, Carol. "Keeping Our Nation's Mathematics Teachers." ISRN Education 2012 (December 17, 2012): 1–11. http://dx.doi.org/10.5402/2012/424715.

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Teacher retention has been an issue that has influenced education for many years. The purpose of this research was to uncover the factors that influence a mathematics teacher’s decision to leave the teaching profession. This study compared teachers’ responses by regions of the country, as well as responses between middle school and high school mathematics teachers. Findings from the study indicate an alarmingly high rate of teachers who will be leaving the teaching field for reasons other than retirement. The role of administrators in teacher retention is significant, and implications from the
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Haryanto, Loeky, Andi Galsan Mahie, Amir Kamal Amir, Naimah Aris, and Kasbawati Kasbawati. "Pembelajaran Matematika Berbasis Komputer Untuk MGMP Matematika SMP Di Kabupaten Pangkajene dan Kepulauan." JATI EMAS (Jurnal Aplikasi Teknik dan Pengabdian Masyarakat) 3, no. 1 (2019): 100. http://dx.doi.org/10.36339/je.v3i1.194.

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Computers as learning media have become mandatory in the teaching and learning process. Mathematical learning in which the field of study is abstract and requires logical thinking is also inseparable from computer learning media. Many software made to facilitate mathematics learning activities, among others: Geogebra, Microsoft Mathematic, Maple, Matlab, SAS, SPSS etc. The dedication activities have been carried out by the Mathematics Department of FMIPA in collaboration with the Hasanuddin University Research and Community Service Institute (Lp2M) in Mathematics Subject Teacher (MGMP) at the
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Fetler, Mark. "High School Staff Characteristics and Mathematics Test Results." education policy analysis archives 7 (March 26, 1999): 9. http://dx.doi.org/10.14507/epaa.v7n9.1999.

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This study investigates the relationship between measures of mathematics teacher skill and student achievement in California high schools. Test scores are analyzed in relation to teacher experience and education and student demographics. The results are consistent with the hypotheses that there is a shortage of qualified mathematics teachers in California and that this shortage is associated with low student scores in mathematics. After controlling for poverty, teacher experience and preparation significantly predict test scores. Short-term strategies to increase the supply of qualified mathem
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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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Nguyen, Hau H. "Vietnamese High School Teacher’s Conception of Mathematics." Journal of Advanced Research in Dynamical and Control Systems 12, no. 3 (2020): 497–510. http://dx.doi.org/10.5373/jardcs/v12i3/20201216.

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Hendriana, Heris. "SENIOR HIGH SCHOOL TEACHERS’ MATHEMATICAL QUESTIONING ABILITY AND METAPHORICAL THINKING LEARNING." Infinity Journal 6, no. 1 (2017): 51. http://dx.doi.org/10.22460/infinity.v6i1.243.

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This study is designed in the form of experiment with the design of control group and posttest only aimed at investigating the role of learning that teaches metaphorical thinking in improving senior high school teachers’ mathematical questioning ability. The population of this study was senior high school teachers of mathematics in West Java province and the samples were 124 senior high school teachers of mathematics set purposively and randomly to be included into the experimental class and control class. Based on the results and discussion, it is concluded that: (1) mathematical questioning
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Hendriana, Heris. "SENIOR HIGH SCHOOL TEACHERS’ MATHEMATICAL QUESTIONING ABILITY AND METAPHORICAL THINKING LEARNING." Infinity Journal 6, no. 1 (2017): 51. http://dx.doi.org/10.22460/infinity.v6i1.p51-58.

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This study is designed in the form of experiment with the design of control group and posttest only aimed at investigating the role of learning that teaches metaphorical thinking in improving senior high school teachers’ mathematical questioning ability. The population of this study was senior high school teachers of mathematics in West Java province and the samples were 124 senior high school teachers of mathematics set purposively and randomly to be included into the experimental class and control class. Based on the results and discussion, it is concluded that: (1) mathematical questioning
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Dickerson, David S., and Helen M. Doerr. "High school mathematics teachers’ perspectives on the purposes of mathematical proof in school mathematics." Mathematics Education Research Journal 26, no. 4 (2014): 711–33. http://dx.doi.org/10.1007/s13394-013-0091-6.

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Dissertations / Theses on the topic "High school mathematics teachers"

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Dickerson, David S. "High school mathematics teachers' understandings of the purposes of mathematical proof." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2008. http://wwwlib.umi.com/cr/syr/main.

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Vens, Kasey. "The Creativity of Junior High and High School Mathematics Teachers." University of Toledo / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1556720360353196.

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Abdeljaber, Soha R. "High school mathematics teachers' perceptions of mathematics education in northwest Florida." Thesis, University of Phoenix, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3731744.

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<p> In the United States, high school students have performed lower in mathematics than all the industrialized countries since the First International Study was administered in 1964. Studies revealed that a large number of high school graduates are not proficient in mathematics and are not ready for college mathematics or the workforce. This qualitative research intended to answer the question of why the U.S. high school students underperform in mathematics through teacher perceptions on the current curriculum and methods of instruction used in high school mathematics classes. The question was
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Cheung, Pak-hong. "Statistical analysis of secondary school teachers' attitudes towards mathematics." [Hong Kong : University of Hong Kong], 1991. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13064873.

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Koebley, Sarah Cotton. "Dimensions of Social Capital Among High School Mathematics Teachers." Kent State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=kent1364830696.

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Mogill, Alexis Timothy Otto Albert D. "Assessing the pedagogical content knowledge and teaching/learning paradigms of potential candidates for alternative certification in Illinois." Normal, Ill. Illinois State University, 1995. http://wwwlib.umi.com/cr/ilstu/fullcit?p9604378.

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Thesis (Ph. D.)--Illinois State University, 1995.<br>Title from title page screen, viewed April 25, 2006. Dissertation Committee: Albert Otto (chair), John Dossey, Robert Fisher, Barbara Heyl, Beverly Rich. Includes bibliographical references (leaves 139-146) and abstract. Also available in print.
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Koebley, Sarah Cotton. "Dimensions of social capital among high school mathematics teachers." Thesis, Kent State University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3618879.

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<p> This study sought to uncover teacher perceptions of social capital within a high school mathematics department utilizing a research design that acknowledged the complex environment faced by high school teachers and their subsequent interpretations of how and from whom they sought access to professional resources. Through an analysis of narratives captured as teachers interviewed one another in strong-tie pairs, the study identified the elements of social capital which were central to the professional lives of high school mathematics teachers. Narrative analysis revealed that the group, s
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Gilbert, Michael. "A professional development experience : an analysis of video case-based studies for secondary math teachers in linear functions /." Thesis, Connect to this title online; UW restricted, 2003. http://hdl.handle.net/1773/7530.

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Laurenson, David James. "Patterns of interactions among mathematics educators: Perceptions of high school mathematics teachers and university mathematics faculty." Diss., The University of Arizona, 1992. http://hdl.handle.net/10150/185922.

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The aim of this study was to describe the interactions among mathematics educators, particularly high school mathematics teachers and university mathematics educators, with a view to determining the professional development that occurs in a university setting. Two university mathematics departments were selected for this study on the basis of their proactive stance in mathematics education. Data were collected through interviews, observations, and written materials pertaining to the mathematics education programs offered. Six university mathematics faculty members and six high school teachers
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Taylor, P. Mark. "Collegial interactions among Missouri high school mathematics teachers : examining the context of reform /." free to MU campus, to others for purchase, 2001. http://wwwlib.umi.com/cr/mo/fullcit?p3013034.

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Books on the topic "High school mathematics teachers"

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Diane, Resek, and Interactive Mathematics Program, eds. Interactive mathematics program: Integrated high school mathematics, teacher's guide. Key Curriculum Press, 1998.

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Diane, Resek, and Interactive Mathematics Program, eds. Interactive mathematics program: Integrated high school mathematics, teacher's guide. Key Curriculum Press, 1997.

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Fendel, Daniel M. Interactive mathematics program: Integrated high school mathematics, teacher's guide. Key Curriculum Press, 2000.

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Diane, Resek, and Interactive Mathematics Program, eds. Interactive mathematics program: Integrated high school mathematics, teacher's guide. Key Curriculum Press, 1999.

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A, Rudnick Jesse, ed. Problem solving: A handbook for senior high school teachers. Allyn and Bacon, 1989.

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Inc, XAMonline, ed. Foundational-level mathematics: Teacher certification exam. XAMonline, Inc., 2008.

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Attracting science and mathematics Ph.D.s to secondary school education. National Academy Press, 2000.

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Inc, XAMonline, ed. Foundation-level mathematics: Teacher certification exam. 2nd ed. XAMonline, 2007.

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Reasoning and sense making for high school mathematics: Activities from mathematics teacher. National Council of Teachers of Mathematics, 2011.

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Heid, Mary Kathleen, Patricia S. Wilson, and Glendon W. Blume. Mathematical understanding for secondary teaching: A framework and classroom-based situations. Information Age Publishing, Inc., 2015.

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Book chapters on the topic "High school mathematics teachers"

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Baldinger, Erin E. "Learning Mathematical Practices to Connect Abstract Algebra to High School Algebra." In Connecting Abstract Algebra to Secondary Mathematics, for Secondary Mathematics Teachers. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-99214-3_11.

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Qi, Chunxia, Xinyan Zhang, and Danting Huang. "Textbook Use by Teachers in Junior High School in Relation to Their Role." In Research on Mathematics Textbooks and Teachers’ Resources. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-73253-4_2.

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Cuoco, Al. "Some Applications of Abstract Algebra to High School Teaching: Task Design and Polynomial Interpolation." In Connecting Abstract Algebra to Secondary Mathematics, for Secondary Mathematics Teachers. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-99214-3_18.

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Erens, Ralf, and Andreas Eichler. "The Use of Technology in Calculus Classrooms – Beliefs of High School Teachers." In Views and Beliefs in Mathematics Education. Springer Fachmedien Wiesbaden, 2015. http://dx.doi.org/10.1007/978-3-658-09614-4_11.

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Ma, Tingting. "A Digital Simulation for Prospective Teachers to Teach Algebra Concepts for Equity." In Pedagogy and Content in Middle and High School Mathematics. SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6351-137-7_54.

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Tabach, Michal, and Galit Slutzky. "Studying the Practice of High School Mathematics Teachers in a Single Computer Setting." In Mathematics Education in the Digital Era. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-61488-5_10.

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Bergem, Ole Kristian, Trude Nilsen, Oleksandra Mittal, and Henrik Galligani Ræder. "Can Teachers’ Instruction Increase Low-SES Students’ Motivation to Learn Mathematics?" In Equity, Equality and Diversity in the Nordic Model of Education. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-61648-9_10.

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AbstractStudents’ motivation in mathematics has been shown to predict their achievement and whether they pursue a later career in STEM (science, technology, engineering, and mathematics). To sustain equity in education, it is important that students are motivated for the STEM fields, independent of their background characteristics (e.g., gender and SES). Previous research has revealed that students’ motivation declines from primary to secondary school. The present study investigates whether this unwanted development may be related to students’ SES, and more importantly, what aspects of teachers’ instruction are related to student motivation for low, medium, and high-SES student groups in grade 5 and 9. We use data from students in grades 5 and 9 and their teachers who participated in TIMSS 2015 in Norway. Multilevel (students and classes), multi-group structural equation modelling is used to answer the research questions. In line with previous research from Germany and the USA, the results showed that SES is more important to student motivation in secondary than primary school, that low SES students’ motivation depends more on their teachers’ instructional quality than high SES students and that this dependency is stronger in secondary school than in primary school. The implications and contributions of the study are discussed.
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Uesaka, Yuri, Shun Saso, and Takeshi Akisawa. "How Can We Statistically Analyze the Achievement of Diagrammatic Competency from High School Regular Tests?" In Diagrammatic Representation and Inference. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-86062-2_57.

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AbstractOwing to the recent global changes in education goals, students nowadays need to achieve ‘key competencies’ in school. ‘Diagrammatic competency’ is an essential part of such competencies. To cultivate diagrammatic competency, it is necessary to evaluate teachers and students and provide feedback on the students’ degree of achieving diagrammatic competency. Regular school tests can provide useful opportunities for assessing such achievement. However, in such tests, Japanese high schools mainly focus on evaluating the understanding of learning contents rather than the development of competencies (such as diagrammatic competency). The current study was a collaboration between educational psychologists and a high school mathematics teacher. Together they modified a regular school test to incorporate tasks that require diagrammatic competency to solve them, thus enabling the assessment of such achievement. The study was conducted in an actual high school. The students’ performance was analyzed using cognitive diagnostic models [1], which statistically estimate how well students have mastered the elements of cognitive abilities and skills required to solve problems, generating ‘attribute mastery probabilities’. The attribute mastery probabilities obtained demonstrated that students’ achievement of diagrammatic competency was insufficient, indicating a need for cultivating such competency in subject learning instruction provided in schools.
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Herbst, Patricio, and Karl Kosko. "Mathematical Knowledge for Teaching and its Specificity to High School Geometry Instruction." In Research Trends in Mathematics Teacher Education. Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-02562-9_2.

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Klinshtern, Michal, Boris Koichu, and Avi Berman. "What Do High School Teachers Mean by Saying “I Pose My Own Problems”?" In Mathematical Problem Posing. Springer New York, 2015. http://dx.doi.org/10.1007/978-1-4614-6258-3_22.

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Conference papers on the topic "High school mathematics teachers"

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Jansen, Amanda, Kelly Curtis, Amanda Mohammad Mirzaei, Cathy Cullicott, Ethan Smith, and James Middleton. "High school mathematics teachers’ orientations toward engagement." 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.42.2020-334.

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Li, Wen, Joshua Kim, Drew Kim, Adam Alster, Marianne Livezey, and Tuyen Duddles. "Development of a Multidisciplinary Engineering Research Program for Middle/High School Teachers." In ASME 2018 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/imece2018-86411.

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Science, technology, engineering, and mathematics (STEM) education in K-12 schools is critical to inspire young students and prepare them for future college coursework and careers in science and engineering. An effective mechanism for creating and sustaining successful STEM education is to train well-qualified K-12 teachers with a positive attitude and deep knowledge skills in STEM fields. Supported by the National Science Foundation’s Research Experience for Teachers program (NSF RET), the RET Site at Michigan State University (MSU) aims to build a multidisciplinary engineering research progr
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Li, Shufeng. "Analysis on the Influence of High School Mathematics Course Reform on College Mathematics Teachers." In 2015 International Conference on Education Technology and Economic Management. Atlantis Press, 2015. http://dx.doi.org/10.2991/icetem-15.2015.34.

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Moliner, Lidon, Francisco Alegre, and Valentin Gil Lorenzo. "HIGH-SCHOOL MATHEMATICS TEACHERS’ EXPERIENCES REGARDING TEACHING DURING COVID-19 LOCKDOWN IN SPAIN." In 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.0672.

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Diana, Sariwulan, and Arief Rachamatulloh. "GENETICS CONCEPT MASTERY OF HIGH SCHOOL BIOLOGY TEACHERS IN SIMEULUE ARCHIPELAGO THROUGH GUIDED TEACHING STRATEGY." In International Conference on Mathematics and Science Education. Atlantis Press, 2017. http://dx.doi.org/10.2991/icmsed-16.2017.42.

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Shi, Yinghui, Zongkai Yang, Di Wu, Sanya, Liu, and Harrison Hao Yang. "Investigation of the Technology Integration among Mathematics Teachers in a Key Senior High School." In 2013 IEEE 13th International Conference on Advanced Learning Technologies (ICALT). IEEE, 2013. http://dx.doi.org/10.1109/icalt.2013.85.

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Puspitawati, Rinie, Rinie Pratiwi Puspitawati, Bil Bila Ade Laila, and Nurul Hikmah. "Competency Profile of Junior High School Teachers in Developing High Order Thinking Questions of Science Subject." In Proceedings of the Mathematics, Informatics, Science, and Education International Conference (MISEIC 2019). Atlantis Press, 2019. http://dx.doi.org/10.2991/miseic-19.2019.49.

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Syukri, Muhammad, Fitria Herliana, Soewarno, Syamsul Rizal, and Lilia Halim. "The skills of high school physics teachers in developing STEM-based learning in K13 curriculum." In THE 4TH INTERNATIONAL CONFERENCE ON MATHEMATICS AND SCIENCE EDUCATION (ICoMSE) 2020: Innovative Research in Science and Mathematics Education in The Disruptive Era. AIP Publishing, 2021. http://dx.doi.org/10.1063/5.0037512.

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Krause, Stephen, Veronica Burrows, Judy Sutor, and Marilyn Carlson. "Addressing gender equity pipeline issues with a workshop for high school mathematics and science teachers." In 2007 37th annual frontiers in education conference - global engineering: knowledge without borders, opportunities without passports. IEEE, 2007. http://dx.doi.org/10.1109/fie.2007.4417955.

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Fitriyana, Nur, Antuni Wiyarsi, Heru Pratomo, Marfuatun, Annisa Krisdiyanti, and Wahnutia Adilaregina. "In-Service Chemistry Teachers’ Prior Knowledge Regarding STEM Integration in High School Chemistry Learning." In 7th International Conference on Research, Implementation, and Education of Mathematics and Sciences (ICRIEMS 2020). Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210305.033.

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Reports on the topic "High school mathematics teachers"

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Sowa, Patience, Rachel Jordan, Wendi Ralaingita, and Benjamin Piper. Higher Grounds: Practical Guidelines for Forging Learning Pathways in Upper Primary Education. RTI Press, 2021. http://dx.doi.org/10.3768/rtipress.2021.op.0069.2105.

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To address chronically low primary school completion rates and the disconnect between learners’ skills at the end of primary school and the skills learners need to thrive in secondary school identified in many low- and middle-income countries, more investment is needed to improve the quality of teaching and learning in upper primary grades. Accordingly, we provide guidelines for improving five components of upper primary education: (1) In-service teacher professional development and pre-service preparation to improve and enhance teacher quality; (2) a focus on mathematics, literacy, and core c
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Beck-Winchatz, Bernhard. Summer Ballooning Workshop for High School Teachers and Students. Iowa State University. Library. Digital Press, 2012. http://dx.doi.org/10.31274/ahac.8319.

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Ellison, Glenn, and Ashley Swanson. The Gender Gap in Secondary School Mathematics at High Achievement Levels: Evidence from the American Mathematics Competitions. National Bureau of Economic Research, 2009. http://dx.doi.org/10.3386/w15238.

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Frisancho, Verónica. The Impact of School-Based Financial Education on High School Students and their Teachers: Experimental Evidence from Peru. Inter-American Development Bank, 2018. http://dx.doi.org/10.18235/0001056.

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Crumbly, I. J., and J. Hodges. Multicultural and multilingual approach: Mathematics, science, and engineering education for junior high school minority students and high school administrators. Final report. Office of Scientific and Technical Information (OSTI), 1994. http://dx.doi.org/10.2172/10183043.

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Fisher, Diana. Introducing Complex Systems Analysis in High School Mathematics Using System Dynamics Modeling: A Potential Game-Changer for Mathematics Instruction. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.2945.

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Korach, Rachel. A Comparative Study of Perceptions of High School Department Chairs and High School Teachers on the Role of the High School Academic Department Chair: the Voice of the Teacher-department Chair. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.1253.

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Sneider, C. I., and R. Golden. Proposal to develop guides for high school teachers on Global Systems Science. [Final project report]. Office of Scientific and Technical Information (OSTI), 1993. http://dx.doi.org/10.2172/6646890.

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Sneider, C. I., and R. Golden. Proposal to develop guides for high school teachers on Global Systems Science. Final project report. Office of Scientific and Technical Information (OSTI), 1993. http://dx.doi.org/10.2172/10131851.

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Micklos, David A. The Science and Issues of Human DNA Polymorphisms: A Training Workshop for High School Biology Teachers. Office of Scientific and Technical Information (OSTI), 2006. http://dx.doi.org/10.2172/894160.

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