Journal articles: 'Middle school students Mathematics'

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Malloy, Carol E. "Mathematics Projects Promote Students' Algebraic Thinking." Mathematics Teaching in the Middle School 2, no. 4 (February 1997): 282–88. http://dx.doi.org/10.5951/mtms.2.4.0282.

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Teachers in all curricular areas, especially science, have encouraged students to develop projects to extend their knowledge of specific phenomena. As middle school mathematics teachers grapple with methods to help students enhance algebraic thinking, they should consider the power of the mathematics project. My experiences with students have demonstrated that mathematics projects must be structured as investigations in which students work cooperatively and where the mathematics in the proj-ects is substantial. Projects can provide middle school students with the opportunity to investigate, conjecture, and reach mathematical conclusions that require algebraic thinking, as recommended in the NCTM's Curriculum and Evaluation Standards for School Mathematics (1989). This article describes how various projects helped middle school students harness their experiences and construct mathematical conclusions through algebraic thinking Students employed algebraic thinking as they used number patterns and verbal rules to “explore the interrelationships of these representations” (NCTM 1989, 102) and reach conclusions in their projects.

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Wang, Jia, and Pete Goldschmidt. "Importance of Middle School Mathematics on High School Students' Mathematics Achievement." Journal of Educational Research 97, no. 1 (September 1, 2003): 3–17. http://dx.doi.org/10.1080/00220670309596624.

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Bispo, R. B., and L. C. Macarello. "Perception of middle school students on mathematics." Scientific Electronic Archives 13, no. 3 (March 1, 2020): 67. http://dx.doi.org/10.36560/1332020938.

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This work aimed to evaluate the perception of high school students about the importance of mathematics as well as analyze the teaching methodology that they play to be more efficient in the process of teaching learning. The research was carried out in the month of March 2019, at the Escola Estadual João Paulo I - Escola Plena, in the city of Paranaíta, MT, through the application of a questionnaire with 1st, 2nd and 3rd year high school students. 111 interviewed. The questions were about taste for math discipline, ease of learning content, how differentiated classes help in learning, what resources aid most in learning, whether discipline is important, and how it can help students change their Living conditions. We can conclude that the high school students of E. E. João Paul I like math and recognize their importance both for day-to-day use and for the future. Although students have preferences for classes outside the school context, they are aware that the theory is also important for their learning.

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Hasbi, M., A. Lukito, and R. Sulaiman. "Mathematical Connection Middle-School Students 8th in Realistic Mathematics Education." Journal of Physics: Conference Series 1417 (December 2019): 012047. http://dx.doi.org/10.1088/1742-6596/1417/1/012047.

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Koirala, Hari P., and Phillip M. Goodwin. "Middle-Level Students Learn Mathematics Using the U.S. Map." Mathematics Teaching in the Middle School 8, no. 2 (October 2002): 86–90. http://dx.doi.org/10.5951/mtms.8.2.0086.

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Middle school educators have widely accepted the importance of interdisciplinary curricula (Cook and Martinello 1994), and Principles and Standards for School Mathematics argues that mathematics should be linked with other subject areas at all levels (NCTM 2000). According to Principles and Standards, “thinking mathematically involves looking for connections, and making connections builds mathematical understanding” (p. 274). Therefore, connecting mathematics to other disciplines has become particularly important.

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Hughes, Elizabeth M., Sarah R. Powell, and Joo-Young Lee. "Development and Psychometric Report of a Middle-School Mathematics Vocabulary Measure." Assessment for Effective Intervention 45, no. 3 (December 21, 2018): 226–34. http://dx.doi.org/10.1177/1534508418820116.

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Proficiency with mathematics requires an understanding of mathematical language. Students are required to make sense of both spoken and written mathematical terms. An essential component of mathematical language involves the understanding of the vocabulary of mathematics in which students connect vocabulary terms to mathematical concepts or procedures. In this brief psychometric report, we developed and tested a measure of mathematics vocabulary for students in the late middle-school grades (i.e., Grades 7 and 8) to determine the reliability of such a measure and to learn how students answer questions about mathematics vocabulary terms. The vocabulary terms on the measure were those terms determined as essential by middle-school teachers for success with middle-school mathematical language. Analysis indicates the measure demonstrated high reliability and validity. Student scores were widely distributed and students, on average, only answered two-thirds of vocabulary terms correctly.

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Kaba, Yasemin, and Sare Şengül. "The relationship between middle school students’ mathematics anxiety and their mathematical understanding." Pegem Eğitim ve Öğretim Dergisi 8, no. 3 (April 29, 2018): 599–622. http://dx.doi.org/10.14527/pegegog.2018.023.

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Development of mathematical understanding is an active process involving mathematical structures and actions. Why do students not understand mathematics? What are the reasons for that? Students have some difficulties to understand mathematics and one of them is anxiety. Mathematics anxiety is defined as an uncomfortable feeling experienced when performing a mathematical task, which is seen as an obstacle to learning mathematics. For this reason, the aim of this study was to investigate the relationship between middle school students’ mathematics anxiety and their mathematical understanding. In addition to this, possible relationship was analyzed according to gender and grade levels variables. The relational screening model was used. The study was carried out with 466 middle school students. “Determining the Mathematical Understanding Levels Scale” and “Mathematics Anxiety-Apprehension Survey” were used as data collection instruments. According to the results of the study, there was a significant strong positive correlation between middle school students’ mathematics anxiety and their mathematical understanding. On the other hand, the results showed no significant differences between students’ mathematics anxiety and their mathematical understanding with respect to gender. However, the findings revealed significant differences in both students’ mathematics anxiety and their mathematical understanding with respect to grade levels.

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Baxter, Juliet A., John Woodward, Deborah Olson, and Janet Robyns. "Blueprint for Writing Middle School Mathematics." Mathematics Teaching in the Middle School 8, no. 1 (September 2002): 52–56. http://dx.doi.org/10.5951/mtms.8.1.0052.

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Quinn, Robert J., and Lynda R. Wiest. "Reinventing Scrabble with Middle School Students." Mathematics Teaching in the Middle School 5, no. 4 (December 1999): 210–13. http://dx.doi.org/10.5951/mtms.5.4.0210.

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Which letters of the alphabet occur most often in the English language? Which occur least often? The answers to these questions are essential to code breakers as they attempt to crack complex ciphers (Rosen 1988). This information can also help students understand the structure of language and form strategies when playing word games. The word game described in this article offers a context for integrating mathematics and linguistics and performing statistical analyses. Middle school students enjoy games that allow them to improve their mathematics skills in nonthreatening settings (Braxton et al. 1995). Further, games provide an opportunity for students to work cooperatively and use problemsolving skills (Leonard and Tracy 1993).

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Norvaiša, Rimas. "The aims of teaching mathematics: mathematical literacy vs mathematical reasoning." Lietuvos matematikos rinkinys 61 (March 15, 2021): 8–14. http://dx.doi.org/10.15388/lmr.2020.22472.

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We discuss different alternatives of the content of school mathematics. According to the prevalent public opinion in Lithuania school mathematics can be oriented either to the academic mathematics or to the applications of mathematics. In reality the second alternative means lowering of the level of teaching in the hope that school mathematics will be accessible to all students. While the content oriented to the academic school mathematics is accessible only to gifted students. In this article we describe a middle alternative content which we call school mathematics based on mathematical reasoning. We argue that such school mathematics serves all students and makes acquaintance with mathematical reasoning and with applications of mathematics to the real world. Reasoning makes mathematics reasonable for all.

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Carroll, William M. "Middle School Students' Reasoning about Geometric Situations." Mathematics Teaching in the Middle School 3, no. 6 (March 1998): 398–403. http://dx.doi.org/10.5951/mtms.3.6.0398.

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Along with an increased emphasis on reasoning, communication, and problem solving, the National Council of Teachers of Mathematics has called for a change in assessment techniques (1989, 1991, 1995). In contrast to short-answer questions, assessments that elicit writing, diagrams, and other representations offer better windows into students' understandings and misconceptions about mathematics. This article describes some short geometry tasks that go beyond the simple recognition of figures and properties. Because they have been field-tested with students using various mathematics curricula, we have collected hundreds of student responses to these questions that seem to represent a good range of students' geometric thinking and development. From these responses, along with ideas about the development of geometric thinking (Fuys. Geddes, and Tischler 1988), we have developed scoring rubrics to go along with many of these questions. The rubrics and questions might be useful to middle school teachers who are developing short openended questions that encourage and assess students' thinking.

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Desai, Siddhi, Brianna Kurtz, and Farshid Safi. "Mathematics Heritage Project: An Exploration Empowering Students' Mathematical Identities." Journal of Humanistic Mathematics 11, no. 2 (July 2021): 106–22. http://dx.doi.org/10.5642/jhummath.202102.05.

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The International Study Group on Ethnomathematics (ISGEm) supports incorporating cultural diversity of mathematical practices to promote the teaching and learning of school mathematics. Through The Mathematics Heritage Project, students at a middle school in the southeastern United States developed unique creations to connect with the mathematics connected to their identities and self-identified cultural group. Upon reflection, students reported an increased awareness of the relevance of mathematics in their lives and a sense of ownership that is both meaningful and modern.

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Khairunisa, Shabrina, Ika Wahyu Anita, and Asep Ikin Sugandi. "MENINGKATKAN KEMAMPUAN KONEKSI MATEMATIS SISWA SMP DENGAN PENDEKATAN KONTEKSTUAL MELALUI PEMBELAJARAN KOOPERATIF TIPE TEAM ASSISTED INDIVIDUALIZATION." JPMI (Jurnal Pembelajaran Matematika Inovatif) 1, no. 6 (November 29, 2018): 1129. http://dx.doi.org/10.22460/jpmi.v1i6.p1129-1134.

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This research examines the learning of mathematics-learning cooperatives the type of Team Assisted Individualization with contextual approach and it is relation with improved mathematical connection quality of high school (Junior High School) Private in the city of Bandung. The purpose of this research was: know how to increasiing learner mathematical connection quality who follow the method of contextual approach Through Cooperative Learning the Type of TAI compared with students who follow the teaching of mathematics with the conventional models, implementation approach contextual approach in class and the difficulties faced students of middle school in solving about the connection mathematics. The study instrument apply was a black-and-white exam mathematical connection quality. The results obtained in the form of the pretest and posttest scores then processed with statistical methods test the difference of two averages. The output indicate that improvement of connection quality of middle school student who follow the method of contextual approach Through Cooperative Learning the Type of TAI is more increased compared with students who follow the teaching of mathematics with the conventional models. Implementation contextual approach can improve the ability of connection mathematics students middle school, the difficulties faced students middle school in solving about the connection mathematics is indicator using math in the part of another study or in daily life.

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Price, J. J., Mary Canarecci, Jim Conrad, Doreen Ehresnzan, Carmie Foster, Harris Mark D., Kathy Martin, Tammy Mullendore, Thomas K. Rice, and Penny Wrighthouse. "Mathematics Notebooks in Middle School and Junior High School." Mathematics Teaching in the Middle School 3, no. 1 (September 1997): 34–38. http://dx.doi.org/10.5951/mtms.3.1.0034.

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Current educational philosophy places strong emphasis on student portfolios. Although some states require portfolios, many mathematics teachers are unsure about how to implement their use in classrooms. One way to develop a pool of items for potential inclusion in the mathematics portfolio is to have students keep a working portfolio in the form of a notebook.

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Selling, Sarah Kate. "Making Mathematical Practices Explicit in Urban Middle and High School Mathematics Classrooms." Journal for Research in Mathematics Education 47, no. 5 (November 2016): 505–51. http://dx.doi.org/10.5951/jresematheduc.47.5.0505.

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To learn mathematical practices, students need opportunities to engage in them. But simply providing such opportunities may not be sufficient to support all students. Simultaneously, explicitly teaching mathematical practices could be problematic if instruction becomes prescriptive. This study investigated how teachers might make mathematical practices explicit in classroom discourse. Analyses of 26 discussions from 3 mathematics classes revealed that teachers made mathematical practices explicit primarily after students had participated in them. I present a framework of 8 types of teacher moves that made mathematical practices explicit and argue that they did so without turning practices into prescriptions or reducing students' opportunities to engage in them. This suggests a need to expand conceptions of explicitness to promote access to mathematical practices.

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Bieda, Kristen N. "Enacting Proof-Related Tasks in Middle School Mathematics: Challenges and Opportunities." Journal for Research in Mathematics Education 41, no. 4 (July 2010): 351–82. http://dx.doi.org/10.5951/jresematheduc.41.4.0351.

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Discussions about school mathematics often address the importance of reasoning and proving for building students' understanding of mathematics. However, there is little research examining how teachers enact tasks designed to engage students in justifying and proving in the classroom. This article presents results of a study investigating the processes and outcomes of implementing proof-related tasks in the classroom. Data collection consisted of observations of 7 middle school classrooms during implementation of proof-related tasks—tasks providing opportunities for students to produce generalizations, conjectures, or proofs—in the Connected Mathematics Project (CMP) curriculum by teachers experienced in using the materials. The findings suggest that students' experiences with such tasks are insufficient for developing an understanding of what constitutes valid mathematical justification.

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Hodges, Thomas E., JoAnn Cady, and R. Lee Collins. "Fraction Representation: The Not-So-Common Denominator among Textbooks." Mathematics Teaching in the Middle School 14, no. 2 (September 2008): 78–84. http://dx.doi.org/10.5951/mtms.14.2.0078.

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Using visual representations, such as symbols, drawings, and graphs, helps middle school students reason about and understand mathematics. These representations support students' learning and help them communicate their mathematical ideas. Representations also help them organize their thinking, make connections among mathematical concepts, and model the mathematics that they see in the real world (NCTM 2000). The middle school mathematics curriculum seeks to move students in a logical progression from concrete models to drawings and pictures and finally to abstract symbols. Representations can assist students in making this transition.

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Parker, Nicole, Janet Breitenstein, and Cindy Jones. "Literacy-Based Instructional Techniques for the Middle School Mathematics Teacher." Journal of Curriculum and Teaching 9, no. 2 (May 20, 2020): 91. http://dx.doi.org/10.5430/jct.v9n2p91.

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Disciplinary literacy strategies in mathematics lessons are essential and may be embedded in three necessary parts of the lesson: before reading, during reading, and after reading. In this article, we highlight disciplinary literacy strategies that middle school mathematics teachers might implement to guide students to increased mathematical understanding and performance.

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Süren, Nadide, and Mehmet Ali Kandemir. "The Effects of Mathematics Anxiety and Motivation on Students’ Mathematics Achievement." International Journal of Education in Mathematics, Science and Technology 8, no. 3 (May 17, 2020): 190. http://dx.doi.org/10.46328/ijemst.v8i3.926.

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This study aims to investigate whether there is an effect of anxiety and motivation, and if so, the level of this effect on students’ mathematics achievement in the transition test from middle school to high school. In this research, anxiety and motivation levels of the students were examined together with variables such as gender, pre-school education, support and training courses, and private tutoring. The sample of the study consisted of 777 eighth-grade students in a province of Aegean region of Turkey. Mathematical Motivation Scale (MMS) and Mathematics Anxiety Scale for Elementary School Students (MASESS) were used as data collection tools. In addition, the demographic information of the students was obtained with the personal information form developed by the researcher. Descriptive analysis, independent samples t-test, correlation analysis, and structural equation modeling analysis were used for data analysis. According to the results of the study, the mathematics anxiety and motivation levels of middle school eighth-grade students were high and there was a positive and moderate relationship between mathematics anxiety and motivation towards mathematics. It was also determined that anxiety predicted achievement at a higher level, followed by motivation.

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Wolfle, Jane A. "Enriching the mathematics program for middle school gifted students." Roeper Review 9, no. 2 (November 1986): 81–85. http://dx.doi.org/10.1080/02783198609553015.

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Christensen, Rhonda, and Gerald Knezek. "Indicators of middle school students' mathematics enjoyment and confidence." School Science and Mathematics 120, no. 8 (November 29, 2020): 491–503. http://dx.doi.org/10.1111/ssm.12439.

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Semana, Sílvia, and Leonor Santos. "Self-regulation capacity of middle school students in mathematics." ZDM 50, no. 4 (June 14, 2018): 743–55. http://dx.doi.org/10.1007/s11858-018-0954-0.

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McShea, Betsy, Judith Vogel, and Maureen Yarnevich. "Harry Potter and the Magic of Mathematics." Mathematics Teaching in the Middle School 10, no. 8 (April 2005): 408–14. http://dx.doi.org/10.5951/mtms.10.8.0408.

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The Middle School Years Represent an important time in the formation of an individual's lifelong attitudes toward mathematics. Middle school teachers are faced with the challenge of convincing their students that mathematics is an exciting, useful, and creative field of study. Interdisciplinary approaches to mathematics have been useful in accomplishing this goal. In particular, connecting mathematics to literature is an inventive way to capture students' interests, since examples from literature can be used to teach important mathematical concepts in an exciting and innovative manner. Many classic literary texts are rich in mathematical content, including Alice in Wonderland by Lewis Carroll and Flatland by Edwin A. Abbott. However, to stimulate students' interest, it is important to find interconnections between mathematics and current popular children's literature.

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Windle, Tara. "Short Takes: Another Good Idea: Pasta Symmetry." Mathematics Teaching in the Middle School 12, no. 9 (May 2007): 516–17. http://dx.doi.org/10.5951/mtms.12.9.0516.

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Students enjoy the chance to be creative, especially those in the middle grades. Teachers can channel that creative energy into an authentic assessment tool that students will love. Principles and Standards for School Mathematics states that students in middle school are expected to “apply transformations and use symmetry to analyze mathematical situations” (p. 232). Our students have also been challenged to “recognize and apply mathematics in contexts outside of mathematics” (p. 274) and to “create and use representations to organize, record, and communicate mathematical ideas” (p. 280). Using card-stock paper, glue, gold spray paint (optional), and as many varieties of pasta as I could find, I gave my sixthgrade middle school students the opportunity to convince me that they understood the concepts of reflectional and/or rotational symmetry while creating a unique piece of art.

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Bay-Williams, Jennifer M. "Poetry in Motion: Using Shel Silverstein's Works to Engage Students in Mathematics." Mathematics Teaching in the Middle School 10, no. 8 (April 2005): 386–93. http://dx.doi.org/10.5951/mtms.10.8.0386.

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Through Brilliant, Clever Poems and prose, Shel Silverstein has worked his way into many classrooms and into the hearts of students and teachers. He wrote poems with an obvious knowledge that a child's mind is active and curious, and middle school students love reading and listening to his words. Imbedded in many of his poems and prose are opportunities to do mathematics in ways that will get students' minds “flickerin'.” Using a poem, picture book, or portions of a novel can raise the curiosity of middle school students and can increase their desire to solve mathematics problems. As students engage in solving literature-based mathematics lessons, they are applying mathematics in different contexts and making connections among mathematical ideas, which are expectations outlined in the Connections Standard in Principles and Standards for School Mathematics (NCTM 2000). In the following sections, four delightful Silverstein works prompted engaging mathematics explorations. Each selection focused on a different mathematical strand, although there is much integration of other concepts in the problems.

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Austin, Richard A., Denisse R. Thompson, and Charlene E. Beckmann. "Exploring Measurement Concepts through Literature: Natural Links across Disciplines." Mathematics Teaching in the Middle School 10, no. 5 (January 2005): 218–24. http://dx.doi.org/10.5951/mtms.10.5.0218.

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Literature Provides a Natural OPPortunity to motivate middle school students in their mathematics study. Stories are not only a springboard into measurement activities but are also a bridge between the mathematics of measurement and other curricular areas. As middle school teachers increasingly team with teachers of other disciplines, literature offers an opportunity to coordinate lesson content across a variety of fields. The authors' experiences in middle school classrooms have convinced them that middle school students respond positively to stories and to mathematical investigations that are based on the story presentation (Austin and Thompson 1997; Thompson, Austin, and Beckmann 2002).

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Tanimoto, Steven L. "Connecting Middle School Mathematics to Computer Vision and Pattern Recognition." International Journal of Pattern Recognition and Artificial Intelligence 12, no. 08 (December 1998): 1053–70. http://dx.doi.org/10.1142/s0218001498000592.

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The subject matter of computer vision and pattern recognition can play a useful role in the education of mathematics for students in middle school. New standards in education call for new content relevant to students' lives, and new pedagogical methods involving construction, group work, discovery, and the use of new technology. The project "Mathematics Experiences Through Image Processing" at the University of Washington has developed software and learning activities that enable middle school and high school students to use mathematical tools and concepts to explore some exciting ideas of image processing. This paper describes these materials and discusses how the ideas of computer vision and pattern recognition can be integrated into the curriculum. Not only do we use 2D topics such as digital geometry and edge detection, but also 3D topics such as surface construction and stereogram generation.

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Fueyo, Vivian, George Roy, and Phillip Vahey. "SunBay Digital Mathematics." Educational Renaissance 1, no. 2 (February 19, 2013): 103–10. http://dx.doi.org/10.33499/edren.v1i2.54.

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By leveraging the strengths and commitments of each of the partners, a university, a private nonprofit, and a middle-sized urban school district, collaborated to impact student learning of key concepts in middle-grade mathematics and to change mathematics teaching. The project targeted middle grades mathematics because success in it is the greatest predictor of later school achievement. In well-researched learning modules, students visualize, interact with, and analyze mathematical representations connected to dynamic simulations of real-life phenomena in a curricular learning system comprising dynamic technologies, curriculum replacement units, and professional development. Through planned professional development, teachers have the technological skills, pedagogical skills and mathematical content knowledge required to engage their students in an interaction between the software, the curriculum materials, and the mathematics. Student learning gains and changes in teacher pedagogical, technological, and mathematical content knowledge provide evidence of the project’s continued success after three years. Concomitant institutional changes in each of the partnering organizations attest to the project’s sustainable impact.

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Reyes, Laurie Hart, and George M. A. Stanic. "Research into Practice: Gender and Race Equity in Primary and Middle School Mathematics Classrooms." Arithmetic Teacher 35, no. 8 (April 1988): 46–48. http://dx.doi.org/10.5951/at.35.8.0046.

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A number of concerns have been expressed about the mathematics performance of all students in our schools (see, e.g., McKnight et at. [1987]), but the performance of certain groups is particularly trouble-some. For example, on standardized tests of mathematics achievement, Hispanic students and black students consistently score below their white counterparts during the primary and middle school years. In addition, although female students perform at least as well as male students during the primary school years, some evidence suggests that gender differences in favor of boys begin to appear during the middle school years, particularly on problem-solving and applications task. Are female students black, and Hispanics naturally less able in mathematics? Or do families, schools, and the create of society offer experiences that create these differences? Individual differences in mathematics performance are normal, inevitable. and obviously related to natural ability; but no reason exists to believe that female students, blacks, and Hispanics, as groups, are by nature less able in mathematics. The problem is one of equity.

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Smith, John P., and Elizabeth A. Phillips. "Listening to Middle School Students' Algebraic Thinking." Mathematics Teaching in the Middle School 6, no. 3 (November 2000): 156–61. http://dx.doi.org/10.5951/mtms.6.3.0156.

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NO PART OF THE K–12 MATHEMATICS curriculum is more fluid and controversial than introductory algebra. Content and assessment issues lie at the core of this debate: What algebra skills and understandings are important? What kind of evidence suggests that students possess these skills? Neither question can be answered in simple terms; in fact, no single “right” answer may exist for either one.

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Armstrong, Alayne. "Textual Construction of Middle School Math Students as “Thinkers”." Language and Literacy 17, no. 3 (June 8, 2015): 1. http://dx.doi.org/10.20360/g2p30q.

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This paper investigates how the mathematical performance of a group of middle school students might be characterized when the text breaks from tradition and constructs students as members of the mathematical community. Firstly, I will consider how a current Canadian textbook presents The Locker Problem through a depersonalized, formalized style that promotes its authority over the student-reader (Rotman, 2006). Next I will argue that the presentation of the problem through a Problem-of-the-Week (POW) format promotes the author/ity (Povey et al, 1990) of the student- reader over the text. Finally, I will present a classroom episode where a small group of students explore The Locker Problem based on the POW format. While some have argued that one can infer the experience of the student-reader through a text’s choice of words (Herbel-Eisenmann & Wagner, 2007), I suggest that the student-reader’s style of performing mathematics might also be inferred based on the text’s presentation of a problem.

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Wang, Chuang, Xitao Fan, and David K. Pugalee. "Impacts of School Racial Composition on the Mathematics and Reading Achievement Gap in Post Unitary Charlotte-Mecklenburg Schools." Education and Urban Society 52, no. 7 (December 29, 2019): 1112–32. http://dx.doi.org/10.1177/0013124519894970.

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This is a longitudinal study of the change in the academic achievement gap between African American and European American students from elementary to high schools with large administrative data from a school district in the United States. Analysis of variance between eight tracks of students defined by the school environment of isolated schools or diverse schools indicated that middle school is a critical period for closing the achievement gap and that students who stayed in diverse schools from elementary to high schools benefited the most in both reading and mathematics standardized test scores. Multilevel linear growth models show that staying in isolated elementary and middle schools has a negative impact on the students’ reading achievement and their annual growth rate in mathematics for all students regardless of race.

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Johnson, Iris DeLoach. "Grandfather Tang Goes to High School." Mathematics Teacher 99, no. 7 (March 2006): 522–26. http://dx.doi.org/10.5951/mt.99.7.0522.

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Grandfather Tang's Story (Tompert 1990) has been read in many elementary and middle school classrooms in which students engage in mathematical discoveries of simple geometric terms and relationships. In the middle grades it is possible to engage in more sophisticated investigations, which include reasoning about fractions, percents, and powers of 2. Middle school students may also engage in informal proof to show “that there are in fact just thirteen possible convex polygons that can be made from the seven Tangram pieces” (Bradford 2002, p. 4). Because “the tangram is a versatile manipulative” that can support more mathematics than originally meets the eye (Thatcher 2001, p. 394), it is time to seek a place for this story in high school mathematics classes.

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Rubenstein, Rheta N. "Focused Strategies for Middle-Grades Mathematics Vocabulary Development." Mathematics Teaching in the Middle School 13, no. 4 (November 2007): 200–207. http://dx.doi.org/10.5951/mtms.13.4.0200.

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Principles and Standards for School Mathematics reminds us that communication is central to a broad range of goals in mathematics education (NCTM 2000). These goals include students' being able to (1) organize and consolidate mathematical thinking; (2) communicate coherently with teachers, peers, and others; (3) analyze and evaluate others' strategies; and (4) use language to express mathematics precisely. One part of communication is acquiring mathematical language and using it fluently. This article addresses learning vocabulary as one dimension of mathematics communication.

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Maxwell, Vicki L., and Marshall B. Lassak. "An Experiment in Using Portfolios in the Middle School Classroom." Mathematics Teaching in the Middle School 13, no. 7 (March 2008): 404–9. http://dx.doi.org/10.5951/mtms.13.7.0404.

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Standard classroom tests tend to showcase what students know at that point in time and do not usually reflect real-life mathematics. They are not always accurate indicators of what students understand and how they understand it. I wanted to use an assessment tool that would allow students a better opportunity to exhibit mathematical growth in understanding and attitude over time. This tool should also give students the chance to show that they could communicate in a mathematical context, exhibit problem-solving techniques, and make mathematical connections to other subject areas. From these ideas and my review of the research on assessment, I decided to use portfolios as an assessment tool in one of my eighth-grade prealgebra classes.

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Graham, Lorraine, Anne Bellert, and John Pegg. "Supporting Students in the Middle School Years with Learning Difficulties in Mathematics: Research into Classroom Practice." Australasian Journal of Special Education 31, no. 2 (September 2007): 171–82. http://dx.doi.org/10.1017/s1030011200025707.

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The aim of this article is to promote discussion and professional development around the topic of learning difficulties in mathematics, particularly as these pertain to teaching and learning in the middle school years. The article has three sections. In the first section, a review of literature about learning difficulties (LD) in mathematics is presented. Definitional issues are discussed, key underlying causes of LD in mathematics are highlighted and common ‘learner characteristics’ of middle-years students with LD in mathematics are identified. The second part of the article is an overview of a responsive intervention currently being developed to support middle-years students with LD in mathematics. This section describes the implementation of the QuickSmart mathematics intervention with 42 participating students and 12 comparison students enrolled in five schools from a rural area of New South Wales. The results of pre-intervention and post-intervention assessments, using both standardised and achievement-based measures are reported. The findings indicate that the QuickSmart intervention approach improved students’ mathematical knowledge, skills and understandings. In the third section of the article research-validated, curriculum-relevant strategies from the QuickSmart mathematics program are described.

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Koirala, Hari P., and Phillip M. Goodwin. "Teaching Algebra in the Middle Grades Using Mathmagic." Mathematics Teaching in the Middle School 5, no. 9 (May 2000): 562–66. http://dx.doi.org/10.5951/mtms.5.9.0562.

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A LARGE NUMBER OF MATHEMATICS EDUCATORS and teachers argue for including algebra in the middle school mathematics curriculum (Fouche 1997; Silver 1997). Recommended algebraic concepts to be taught in the middle grades include variable, expression, and equation (NCTM 1989), and middle-grade students should be able to “apply algebraic methods to solve a variety of real-world and mathematical problems” (NCTM 1989, 102). In spite of this emphasis on teaching algebra, a large number of middle school students, especially at the fifth- and sixthgrade levels, are never taught algebraic concepts.

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Lipnevich, Anastasiya A., Carolyn MacCann, Stefan Krumm, Jeremy Burrus, and Richard D. Roberts. "Mathematics attitudes and mathematics outcomes of U.S. and Belarusian middle school students." Journal of Educational Psychology 103, no. 1 (2011): 105–18. http://dx.doi.org/10.1037/a0021949.

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Hoffer, Thomas B. "Middle School Ability Grouping and Student Achievement in Science and Mathematics." Educational Evaluation and Policy Analysis 14, no. 3 (September 1992): 205–27. http://dx.doi.org/10.3102/01623737014003205.

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This paper analyzes the effects of middle school ability grouping on cognitive achievement in mathematics and science. In contrast to most previous research on tracking, this analysis compares outcomes in grouped and nongrouped schools. The hypotheses tested here are, first, that ability grouping raises the aggregate level of student achievement and, second, that ability grouping achieves this end by increasing the learning of all students. Comparing average student achievement growth from the seventh to the ninth grades in grouped and nongrouped schools shows that overall gains from ability grouping in either subject are negligible, controlling for differences in student social background and initial levels of achievement. Comparing the achievement growth of nongrouped students and high- and low-group students shows that high-group placement generally has a weak positive effect while low-group placement has a stronger negative effect. Ability grouping thus appears to benefit advanced students, to harm slower students, and to have a negligible overall effect as the benefits and liabilities cancel each other out.

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Attard, Catherine. "Transition from Primary to Secondary School Mathematics: Students’ Perceptions." Southeast Asian Mathematics Education Journal 2, no. 1 (November 30, 2012): 31–43. http://dx.doi.org/10.46517/seamej.v2i1.16.

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During a longitudinal case study on engagement in Australian middle school years mathematics, 20 students in their first year of secondary school in Western Sydney, New South Wales, were asked about their experiences of the transition to secondary school in relation to their experiences of mathematics teaching and learning. Changes and disruptions in teacher-student relationships were a major cause of concern. This was due to fewer opportunities for teacher-student interactions and a heavy usage of computer-based mathematics lessons during the first months of secondary school. Findings indicate that a strong pedagogical relationship is a critical foundation for sustained engagement in mathematics during the middle years.

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YOLCU, AYŞE. "MIDDLE SCHOOL STUDENTS’ STATISTICAL LITERACY: ROLE OF GRADE LEVEL AND GENDER." STATISTICS EDUCATION RESEARCH JOURNAL 13, no. 2 (November 28, 2014): 118–31. http://dx.doi.org/10.52041/serj.v13i2.285.

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This study examined the role of gender and grade level on middle school students’ statistical literacy. The study was conducted in the spring semester of the 2012-2013 academic year with 598 middle-school students (grades 6–8) from three public schools in Turkey. The data were collected using the Statistical Literacy Test, developed based on Watson’s (1997) statistical literacy framework. Two-way ANOVA results revealed no significant grade level differences although female students performed significantly better than male students. The spiral curriculum in middle school mathematics may explain the lack of differences between grades. The higher performance of female students may be related to the linguistic aspects of statistical literacy, in contrast to the situation in school mathematics. First published November 2014 at Statistics Education Research Journal Archives

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Turner, Sandra V., and Michael L. Land. "Cognitive Effects of a Logo-Enriched Mathematics Program for Middle School Students." Journal of Educational Computing Research 4, no. 4 (November 1988): 443–52. http://dx.doi.org/10.2190/r0xh-2vdd-4vfa-yb3h.

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This study investigated the effect of learning Logo on middle-school students' understanding of specific mathematical concepts and on their level of cognitive development. Students in the Logo Group ( n = 91) learned Logo for one hour a week for sixteen weeks as part of their regular mathematics curriculum. The Control Group ( n = 90) did not participate in the Logo program but received the full allotted time for their regular mathematics curriculum. No significant differences were found between the two groups in their understanding of mathematics concepts or in their growth in cognitive development. However, among the students in the Logo Group, those who learned the most Logo gained significantly more than those who learned a minimal amount of Logo both in their understanding of the mathematics concepts and in their level of cognitive development. When the High Logo group was compared to the Control Group, and also to a matched subset of the Control Group, there were large differences in favor of the High Logo group, but the results were not significant. The findings of this study suggest that cognitive development, achievement in mathematics, and achievement in Logo programming all share a common factor and that students who do well in one area are also likely to do well in the other two areas.

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Küçükalioğlu, Tevfik, and Güler Tuluk. "The Effect of Mathematics Teachers’ Self-Efficacy and Leadership Styles on Students’ Mathematical Achievement and Attitudes." ATHENS JOURNAL OF EDUCATION 8, no. 3 (February 5, 2021): 221–38. http://dx.doi.org/10.30958/aje.8-3-1.

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The aim of this study was to examine the effect of middle school mathematics teachers' self-efficacy and leadership styles on middle school students’ mathematical achievements and attitude towards mathematics. In this study, the general survey method was employed and the research population was consisted of a total of 917, 5th grade students, 472 girls and 455 boys, picked across 10 middle schools in a central district of a province located in North-West Anatolia. In order to gather scientific data, scales such as Mathematics Attitude Scale, Teacher’s Self-Efficacy Scale, and Mathematics Achievement Test were used. Teacher characteristics were divided into two categories which consist of two and three sub-categories respectively; autocratic and semi-democratic based on the Leadership Style Scale. And low, moderate, high level according to teachers’ scores in the Self-Efficacy Scale. The data obtained were analysed in accordance with the objectives by means of frequency, percentage, arithmetic mean, standard deviation, t test, one-way variance analysis (Ancova). The significance level in statistical analyses was set at p<0.05. Consequently, whether the teachers displayed low or high leadership styles had no significant effect on the students’ mathematical achievement and their attitude towards the subject. Teachers’ self-efficacy for classroom management sub-scale was found to have an effect on the mathematical achievement of students. The self-efficacy level of teachers for student engagement does not have a significant effect on students’ mathematical achievement. However, it was found that teachers’ self-efficacy for instructional behaviour, classroom management and student management affected students’ attitude towards mathematics. Keywords: Mathematical achievement, attitude towards mathematics, Teachers’ Self-Efficacy, Leadership Styles of Teachers.

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Zbiek, Rose Mary, Shari Ann Reed, and Tracy Boone. "Cell Phone Coverage Area: Helping Students Achieve in Mathematics." Mathematics Teaching in the Middle School 12, no. 6 (February 2007): 300–307. http://dx.doi.org/10.5951/mtms.12.6.0300.

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The joys of working with middle school students in a mathematics classroom may be tempered by the challenge of meeting external expectations. However, it is possible to carefully design and implement a lesson that both embodies the spirit of Principles and Standards for School Mathematics (NCTM 2000) and meets the needs set forth by our state assessments. Such a lesson can address a big mathematical idea through related activities that develop skills and concepts, involve reasoning and writing, and help students use mathematics in the world around them.

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Flint, Tori K., Peter Sheppard, and Nii A. Tackie. "“How You Like Me Now?”: Exploring Teacher Perceptions of Urban Middle Schoolers’ Mathematical Abilities and Identities." Education and Urban Society 51, no. 8 (July 2, 2018): 1029–50. http://dx.doi.org/10.1177/0013124518785017.

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HEAT, an instructional program emphasizing a nontraditional hands-on approach to algebraic instruction for urban, predominantly African American middle schoolers, provides a space to explore teachers’ beliefs about urban students’ mathematical abilities and motivation and addresses how teacher perceptions can intersect with instruction, learning, and the construction of students’ mathematical identities. Using a multiple case study design, we analyzed six urban middle school mathematics teachers’ written reflections and interview responses. Findings suggest that teachers’ instructional behaviors, along with their perceptions and expectations of urban, African American middle schoolers’ mathematical abilities and motivation, interact with students’ beliefs and work habits in ways that can promote and support students’ positive mathematical identity construction. Thus, HEAT personified thriving learning subcultures and supportive mathematical communities of practice that are far too atypical in urban middle schools.

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Sconyers, James M. "On My Mind: Proof and the Middle School Mathematics Student." Mathematics Teaching in the Middle School 1, no. 7 (November 1995): 516–18. http://dx.doi.org/10.5951/mtms.1.7.0516.

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Is proof perceived as being rigid and formal? Something that students should first encounter in high school? Does a concern involve students' having difficulty when they finally confront the idea of proof, perhaps in their high school geometry class? One likely reason for this unease with proof is that it is so often left out of any work in mathematics until students reach high school. They are then overwhelmed, since it is so unfamiliar. This outcome is not inevitable. Middle school students are capable of grasping the basic logic of proof and should be given the opportunity to encounter it.

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Biber, Abdullah Cagri, Abdulkadir Tuna, Lutfi Incikabi, and Engin Yigit. "AN INVESTIGATION OF VARIOUS VARIABLES’ EFFECTS ON MIDDLE SCHOOL STUDENTS’ SKILLS OF RECOGNIZING FIGURE PATTERNS." Problems of Education in the 21st Century 55, no. 1 (July 10, 2013): 45–56. http://dx.doi.org/10.33225/pec/13.55.45.

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The purpose of this study was to investigate the middle school students’ skill of determining figure patterns in terms of the variables of gender, grade, and mathematics achievement. Being descriptive in nature, this study conducted through relational survey method. The participants of the study were total of 137 (fifth, sixth and seventh grade) students from a middle school placed in a province of northern Turkey. Among the results of the study were that the students’ skills of detecting figure pattern did not considerably affected by their grade levels. However, in the figure pattern test female students were more successful than the males. Moreover, a positively-directed strong relationship was detected among the points which students get from mathematic lesson and their achievement in the figure pattern test. Based on the observations done, the middle school students’ mistakes in the test were mostly due to their lack of attention to the questions; they mostly focused on the drawing of the figure patterns and did not think the relation between the number of figures and steps. Key words: figure patterns, mathematics education, middle school students.

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Lindt, Suzanne F., and Dittika Gupta. "Impact of Informal Experiences: Changes in Mathematics Motivation for Middle Schoolers." World Journal of Education 10, no. 3 (June 18, 2020): 88. http://dx.doi.org/10.5430/wje.v10n3p88.

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The current research sought to examine the impact of a week-long mathematics camp on motivation and self-efficacy beliefs of participating middle school students. Middle school students participated in a one-week mathematics camp on a college campus, where they worked on authentic mathematics activities that were applied to real world concepts. The activities were developed by a mathematics educator and were facilitated by trained college students. Middle school students responded to the Sources of Self-Efficacy measure before and after the mathematics camp to determine whether changes occurred in various motivational variables resulting from their participation in the camp. Parallel t-tests indicated significant positive changes in students’ vicarious experiences and mastery goals to suggest that participation in the camp may have caused students to feel more confident in their ability to work through math problems and to adopt learning goals for mastering mathematics content. Providing middle school students with informal learning experiences in mathematics may help them in creating long-term goals for their learning.

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Huang, Shwu-Yong L., and Hersholt C. Waxman. "Classroom Observations of Middle School Students' Technology Use in Mathematics." School Science and Mathematics 96, no. 1 (January 1996): 28–34. http://dx.doi.org/10.1111/j.1949-8594.1996.tb10210.x.

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Li, Aihua, and Mika Munakata. "Mathematical Lens: Building Mathematically." Mathematics Teacher 103, no. 1 (August 2009): 14–16. http://dx.doi.org/10.5951/mt.103.1.0014.

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In January 2008, seventeen participants in the Montclair State University (MSU) GK–12 Fellows in the Middle Program visited China for two weeks. Our group included two mathematics graduate students, four science graduate students, two middle school mathematics teachers, one middle school science teacher, one superintendent, and six MSU mathematics and science faculty members. While in China, we visited several middle and high schools Munakatain Beijing and Xi'an and saw many historical and cultural sites. On our way to the Forbidden City along the Beijing highway known as Ring 3, we passed these three buildings, located at Xihuan Plaza (photograph 1), which seemed to be challenging passersby to describe them mathematically.

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Journal articles on the topic 'Middle school students Mathematics'

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