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Journal articles on the topic 'Secondary mathematics classes'

Author: Grafiati

Published: 4 June 2021

Last updated: 4 February 2022

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1

Uwaezuoke, Felix O., and Gladys Charles-Ogan. "Teaching mathematics creatively in the junior secondary classes." Global Journal of Educational Research 15, no. 1 (2016): 1. http://dx.doi.org/10.4314/gjedr.v15i1.1.

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2

Magiera, Kathleen, Cynthia Smith, Naomi Zigmond, and Kelli Gebauer. "Benefits of Co-Teaching in Secondary Mathematics Classes." TEACHING Exceptional Children 37, no. 3 (2005): 20–24. http://dx.doi.org/10.1177/004005990503700303.

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3

Bütüner, Suphi Önder. "Secondary School Mathematics Teachers’ Knowledge Levels and Use of History of Mathematics." Journal of Education and Training Studies 6, no. 1 (2017): 9. http://dx.doi.org/10.11114/jets.v6i1.2722.

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This study aimed to explore secondary school mathematics teachers’ use of history of mathematics in their classes and their knowledge levels in this field. The population of the study comprised 58 secondary school mathematics teachers working at Yozgat city center, and the sample included 32 mathematics teachers from 10 schools who volunteered to take place in the study. These mathematics teachers were administrated an 11-item short-answer history of mathematics knowledge level test along with a 5-item written opinion form to identify their history of mathematics use. The findings showed that

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Domínguez, Demetrio. "Deformations of Secondary Classes for Subfoliations." Canadian Mathematical Bulletin 35, no. 2 (1992): 167–73. http://dx.doi.org/10.4153/cmb-1992-024-3.

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5

Woodhouse, N. M. J. "SYMPLECTIC GEOMETRY AND SECONDARY CHARACTERISTIC CLASSES." Bulletin of the London Mathematical Society 21, no. 5 (1989): 511–12. http://dx.doi.org/10.1112/blms/21.5.511.

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6

Laurent-Gengoux, Camille. "Secondary characteristic classes of super-foliations." Comptes Rendus Mathematique 339, no. 8 (2004): 567–72. http://dx.doi.org/10.1016/j.crma.2004.06.006.

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Smalley, Roy T., and Sarah Hopkins. "Social climate and help-seeking avoidance in secondary mathematics classes." Australian Educational Researcher 47, no. 3 (2020): 445–76. http://dx.doi.org/10.1007/s13384-020-00383-y.

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8

Maulana, Ridwan, Marie-Christine Opdenakker, Perry den Brok, and Roel J. Bosker. "TEACHER–STUDENT INTERPERSONAL BEHAVIOR IN SECONDARY MATHEMATICS CLASSES IN INDONESIA." International Journal of Science and Mathematics Education 10, no. 1 (2011): 21–47. http://dx.doi.org/10.1007/s10763-011-9276-1.

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9

Asuke, Taro. "Complexification of foliations and complex secondary classes." Bulletin of the Brazilian Mathematical Society 34, no. 2 (2003): 251–62. http://dx.doi.org/10.1007/s00574-003-0011-6.

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10

Heid, M. Kathleen. "Sound Off!: Computer Algebra Systems in Secondary Mathematics Classes: The Time to Act Is Now!" Mathematics Teacher 95, no. 9 (2002): 662–67. http://dx.doi.org/10.5951/mt.95.9.0662.

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Technology is giving us an opportunity to open new doors to mathematical understanding for our students, and we are failing to take advantage of that opportunity. Computer algebra systems (CASs)—and in particular, CAScapable calculators—provide ready classroom access to automated graphical, numerical, and symbolicmanipulation capabilities; and they should be as much a part of our students' mathematical repertoires as paper-and-pencil strategies or mental arithmetic. However, very few students in the United States have ever been afforded the opportunity to learn mathematics by using these tools

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11

Haimes, David. "Teachers’ strategies for implementation of de-streaming in secondary mathematics classes." Mathematics Education Research Journal 11, no. 2 (1999): 94–108. http://dx.doi.org/10.1007/bf03217063.

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12

Donaldson, Morgaen L., Kimberly LeChasseur, and Anysia Mayer. "Tracking instructional quality across secondary mathematics and English Language Arts classes." Journal of Educational Change 18, no. 2 (2016): 183–207. http://dx.doi.org/10.1007/s10833-015-9269-x.

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Domínguez, Demetrio. "Residues and secondary classes for subfoliations." Differential Geometry and its Applications 4, no. 1 (1994): 25–44. http://dx.doi.org/10.1016/0926-2245(94)00006-9.

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14

Alexander, Daniel C. "A Matrix Application Technique for Secondary Level Mathematics." Mathematics Teacher 78, no. 4 (1985): 282–85. http://dx.doi.org/10.5951/mt.78.4.0282.

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Imagine how often we need the equation of a line through two points. Or perhaps it is the equation for a parabola through three noncollinear points that we seek. A single method will allow us to determine these linear and quadratic functions and those of degrees greater than 2! Based on matrices and their inverses, the mechanics of the method are often developed in secondary level mathematics classes.

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15

Burton, Grace M., and Marcee J. Meyers. "Teaching Mathematics to Learning Disabled Students in the Secondary Classroom." Mathematics Teacher 80, no. 9 (1987): 702–47. http://dx.doi.org/10.5951/mt.80.9.0702.

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Professionals in the field of learning disabilities have made tremendous advances in the past twenty years in research, methodology, diagnosis, and programs. Until very recently (Johnston 1984), much of this progress has focused on the young learning disabled child (Kaliski 1962; Homan 1970) and on the curricular area of language arts. Although learning disabled (LD) students are indeed enrolled in middle school and high school mathematics classes, limited attention has been paid to their difficulties and special needs, and even less information is available addressing the concerns of their ma

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16

Palic, Ahmed, and Tarik Bazdalic. "ADDITIONAL EXTRACURRICULAR TEACHING OF MATHEMATICS." Journal Human Research in Rehabilitation 11, no. 1 (2021): 46–55. http://dx.doi.org/10.21554/hrr.042106.

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Mathematics as a school subject in primary and secondary school is a significant problem for quite a number of students. Additional classes that are organized and conducted within schools reduce this problem, but not significantly. In supplementary classes, the same is done with large groups, but not individually, and the same teachers teach in the same way that did not give satisfactory results, and similar. For that reason, many resort to the so-called “instructions”, in other words to the extracurricular supplementary lessons of mathematics. The aim of the research is to examine, determine,

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17

Adams, Anne E., and Jerine Pegg. "Teachers’ Enactment of Content Literacy Strategies in Secondary Science and Mathematics Classes." Journal of Adolescent & Adult Literacy 56, no. 2 (2012): 151–61. http://dx.doi.org/10.1002/jaal.00116.

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18

Vinogradov, V. V., L. F. Kochneva, and O. A. Platonova. "On Interaction of School and University in the Framework of Engineering Education." World of Transport and Transportation 17, no. 2 (2019): 254–59. http://dx.doi.org/10.30932/1992-3252-2019-17-2-254-259.

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The article discusses the problems that arise when engineering classes are organized in secondary schools with participation of universities, and ways to solve them. To strengthen the connection between the school and the university, it is necessary to use both methodological and technological capabilities. The analysis of topics close to the standard programs of higher engineering education, which have appeared recently in the school curriculum in mathematics, is carried out. Methods have been proposed for wider engagement of intellectual capacity of university staff by involving them in crea

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Asuke, Taro. "On the real secondary classes of transversely holomorphic foliations. II." Tohoku Mathematical Journal 55, no. 3 (2003): 361–74. http://dx.doi.org/10.2748/tmj/1113247479.

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20

Fleming, Hilda, Paul Dadswell, and Hazel Dodgson. "Reflections on the integration of children with learning difficulties into secondary mathematics classes." Support for Learning 5, no. 4 (1990): 180–85. http://dx.doi.org/10.1111/j.1467-9604.1990.tb00186.x.

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21

Pierce, Robyn, and Lynda Ball. "Perceptions that may affect teachers’ intention to use technology in secondary mathematics classes." Educational Studies in Mathematics 71, no. 3 (2009): 299–317. http://dx.doi.org/10.1007/s10649-008-9177-6.

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22

Conner, AnnaMarie. "Authentic Argumentation With Prospective Secondary Teachers: The Case of 0.999…" Mathematics Teacher Educator 1, no. 2 (2013): 172–80. http://dx.doi.org/10.5951/mathteaceduc.1.2.0172.

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Engaging prospective secondary teachers in mathematical argumentation is important, so that they can begin to learn to engage their own students in creating and critiquing arguments. Often, when we attempt to engage prospective secondary teachers in argumentation around topics from secondary mathematics classes, the argumentation is not authentic, as they believe they already know the answers. I suggest that there are problems related to the secondary curriculum around which we can engage students in authentic argumentation, and I propose one of them is whether 0.999… = 1. Purposefully engagin

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23

Sursyakova, O. "The Use of Integrated Lessons in Professional Educational Organizations for the Formation of Skills to Solve Applied Problems." Bulletin of Science and Practice 5, no. 4 (2019): 476–82. http://dx.doi.org/10.33619/2414-2948/41/71.

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In the professional educational organizations implementing the educational program of secondary General education within the development of professional educational on the basis of the main General education, studying of mathematics has the features depending on a profile of secondary vocational education. Profiling goals of mathematical education are reflected in the choice of priorities in the organization of educational activities of students. The scientific and technological revolution in all areas of human activity imposes new requirements on knowledge, technical culture, General and appl

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24

Pulatova, Manzura Iskhakovna, and Zilola Khamroeva. "TEACHING ME CHING METHODS A THODS AT OPTION T OPTIONAL MATHEMATICS." Scientific Reports of Bukhara State University 4, no. 5 (2020): 280–86. http://dx.doi.org/10.52297/2181-1466/2020/4/5/12.

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Background. The article discusses the problems of introducing optional classes into the secondary school — a fundamentally new mass form of education, examines the methods and techniques of teaching and their appropriate use in optional classes. It is necessary to take into account the fact that the choice of students in elective classes is based on the principle of voluntariness. Methods. The article expresses the importance of focusing mathematical electives on the development of teaching methods for topics and sections of mathematics that are included in high school programs. Results. 1. It

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25

McRoberts, Robert W. "Counting at Pularumpi: a survey of a traditional mathematics and its implications for modern learning." Aboriginal Child at School 18, no. 2 (1990): 19–43. http://dx.doi.org/10.1017/s1326011100600741.

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The research on which this article is based was undertaken at Pularumpi, Melville Island, Northern Territory in 1984-85. At the time I was employed as the adult educator for Pularumpi, and was conducting courses and classes which involved mathematics at various levels - a course in metrication for the technical staff; mathematics for specific purposes for the health workers, police aides, Council and Housing Association bookkeepers, and for the Essential Services apprentices.In all this I was never too sure of my methodology: what was the most effective way of helping these adults to learn? Th

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26

Osadcha, Kateryna P. "ТЬЮТОРСЬКИЙ СУПРОВІД НАВЧАННЯ МАТЕМАТИКИ ЗАСОБАМИ ІНФОРМАЦІЙНО-КОМУНІКАЦІЙНИХ ТЕХНОЛОГІЙ". Information Technologies and Learning Tools 61, № 5 (2017): 36. http://dx.doi.org/10.33407/itlt.v61i5.1693.

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The paper describes the tutor activity in the process of mathematics teaching support on the basis of the use of information and communication technologies (ICT). The author has analysed the available Internet resources and mobile applications in mathematics, which are classified according to their functional purposes into groups: systems of mass open courses, platforms for adaptive learning, video channels, mathematical online simulators, online tasks, mathematical games, mathematical portals, online platforms, mathematical sites, mathematical online platforms, mathematical services, mobile a

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27

Kissin, Edward, and Victor S. Shulman. "CLASSES OF OPERATOR-SMOOTH FUNCTIONS. I. OPERATOR-LIPSCHITZ FUNCTIONS." Proceedings of the Edinburgh Mathematical Society 48, no. 1 (2005): 151–73. http://dx.doi.org/10.1017/s0013091503000178.

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AbstractIn this paper we study the spaces of operator-Lipschitz functions and the spaces of functions closed to them: commutator bounded. Apart from the standard operator norm on $B(H)$, we consider a rich variety of symmetric operator norms and spaces of operator-Lipschitz functions with respect to these norms. Our approach is aimed at the investigation of the interrelation and hierarchy of these spaces and of the intrinsic properties of operator-Lipschitz functions.AMS 2000 Mathematics subject classification: Primary 47A56. Secondary 47L20

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28

Woolner, Pamela. "Teaching and Learning Mathematics Visually or Verbally: A Comparison of Two Teaching Approaches and Investigation of Interactions With Pupil Cognitive Style." Journal of Cognitive Education and Psychology 5, no. 3 (2006): 288–309. http://dx.doi.org/10.1891/194589506787382459.

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Despite mathematicians’ valuing the ability to visualize a problem and psychologists’ finding positive correlations of visual-spatial ability with success in mathematics, many educationists remain unconvinced about the benefits of visualization for mathematical understanding. One reason for this is evidence that students considered to be visualizers tend to have specific problems with the subject. In this research, “visual” and “verbal” teaching approaches were compared through teaching a range of early secondary school mathematics topics to two classes using one or the other approach. The pup

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29

Edwards, Michael Todd. "Fostering Mathematical Inquiry with Explorations of Facial Symmetry." Mathematics Teacher 97, no. 4 (2004): 234–41. http://dx.doi.org/10.5951/mt.97.4.0234.

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AS A SECONDARY SCHOOL MATHEMATICS TEACHER, I have the opportunity to explore a wide range of mathematical topics with a vast array of students. Student variability–from student to student and from class to class–routinely challenges my instructional ingenuity. Although the mathematical concepts presented in such courses as first-year algebra or geometry are more basic than those presented in upper-level classes, entry-level courses are among the most challenging that I teach.

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30

Gadea, P. M., and J. A. Oubiña. "Chern-Simons forms of pseudo-Riemannian homogeneity on the oscillator group." International Journal of Mathematics and Mathematical Sciences 2003, no. 47 (2003): 3007–14. http://dx.doi.org/10.1155/s0161171203210164.

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We consider forms of Chern-Simons type associated to homogeneous pseudo-Riemannian structures. The corresponding secondary classes are a measure of the lack of a homogeneous pseudo-Riemannian space to be locally symmetric. In the present paper, we compute these forms for the oscillator group and the corresponding secondary classes of the compact quotients of this group.

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31

Taylor, Lyn, Ellen Stevens, John J. Peregoy, and Barbara Bath. "American Indians, Mathematical Attitudes, And The Standards." Arithmetic Teacher 38, no. 6 (1991): 14–21. http://dx.doi.org/10.5951/at.38.6.0014.

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Readers may wonder what American Indians. mathematical attitudes, and the Standards (Curriculum and Evaluation Standards for School Mathematics [NCTM 1989]) have in common. This article presents practical activities relevant to teaching mathematics in the lndian culture. These activities also serve as a means for incorporating a cross-cultural component in the non Indian classroom. The activities exemplify the spirit of the NCTM's Standards and have been used successfully with American Indian middle school students in summer mathematics camps. We believe that they are appropriate for use in el

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32

Hjelmér, Carina, and Per-Åke Rosvall. "Does social justice count? ‘Lived democracy’ in mathematics classes in diverse Swedish upper secondary programmes." Journal of Curriculum Studies 49, no. 2 (2016): 216–34. http://dx.doi.org/10.1080/00220272.2016.1138326.

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33

Dorman, Jeffrey P., Joan E. Adams, and Janet M. Ferguson. "Psychosocial Environment and Student Self-Handicapping in Secondary School Mathematics Classes: A cross-national study." Educational Psychology 22, no. 5 (2002): 499–511. http://dx.doi.org/10.1080/0144341022000023590.

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34

Rapp, D. W., and A. J. Rapp. "A Survey of the Current Status of Visually Impaired Students in Secondary Mathematics." Journal of Visual Impairment & Blindness 86, no. 2 (1992): 115–17. http://dx.doi.org/10.1177/0145482x9208600205.

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This survey of teachers of students who are visually impaired describes a group of students in grades 9–12 taking selected math courses. Teachers were questioned about services that were provided, mathematical teaching tools used, and additional related issues. The results of the survey reveal that teachers encounter continuing difficulties in providing materials and equipment and few students are participating in the more advanced math classes.

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35

Borasi, Raffaella, Marjorie Siegal, Judith Fonzi, and Constance F. Smith. "Using Transactional Reading Strategies to Support Sense-Making and Discussion in Mathematics Classrooms: An Exploratory Study." Journal for Research in Mathematics Education 29, no. 3 (1998): 275–305. http://dx.doi.org/10.5951/jresematheduc.29.3.0275.

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In this study we explore the potential for mathematics instruction of four reading strategies grounded in transactional reading theory. On the basis of the descriptive study of 18 instructional episodes developed in 4 secondary mathematics classes as a result of collaborative action research, we show that encouraging mathematics students to talk, write, draw, and enact texts can provide them with concrete ways to construct and negotiate interpretations of what they read. In addition to helping students better understand the text read, acting on and acting out a text allow students to use that

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36

Wagner, Patty Anne, Ryan C. Smith, AnnaMarie Conner, Laura M. Singletary, and Richard T. Francisco. "Using Toulmin's Model to Develop Prospective Secondary Mathematics Teachers' Conceptions of Collective Argumentation." Mathematics Teacher Educator 3, no. 1 (2014): 8–26. http://dx.doi.org/10.5951/mathteaceduc.3.1.0008.

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As creating and critiquing arguments becomes more of a focus in mathematics classes, teachers need to develop their abilities to facilitate collective arguments. Many mathematics education researchers find Toulmin's (1958/2003) model of argumentation to be useful in analyzing arguments, raising the question of whether mathematics teachers would find it useful as well. We introduced the model to prospective secondary mathematics teachers and asked them to analyze arguments using it. We found that the prospective teachers developed an appropriate understanding of what collective argumentation lo

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37

Kappe, Luise-Charlotte, and Joseph Kirtland. "Supplementation in groups." Glasgow Mathematical Journal 42, no. 1 (2000): 37–50. http://dx.doi.org/10.1017/s0017089500010065.

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In this paper, groups are investigated in which all subgroups, all normal subgroups, or all characteristic subgroups have a proper supplement. This supplement can be either an arbitrary subgroup, a normal or a characteristic subgroup, resulting in nine classes of groups. Properties of these classes are studied such as containment and closure properties, and characterizations for several of these classes are given.1991 Mathematics Subject Classification Primary 20E34, Secondary 20E15.

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38

Good, Thomas L., and Ricky L. Slavings. "Male and Female Student Question-Asking Behavior in Elementary and Secondary Mathematics and Language Arts Classes." Journal of Research in Childhood Education 3, no. 1 (1988): 5–23. http://dx.doi.org/10.1080/02568548809594783.

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39

Lazarides, Rebecca, and Angela Ittel. "Instructional Quality and Attitudes toward Mathematics: Do Self-Concept and Interest Differ across Students' Patterns of Perceived Instructional Quality in Mathematics Classrooms?" Child Development Research 2012 (November 20, 2012): 1–11. http://dx.doi.org/10.1155/2012/813920.

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Using a person-centered research approach, the present study explored individual differences in students' perceptions of instructional quality in secondary school mathematics classes and their relations to students' self-concept and interest in mathematics. Drawing on data collected from 425 high school students from ten schools in Berlin, Germany (male: 53.2%; female: 46.3%), latent class analyses (LCA) revealed four distinct patterns of perceived quality of instruction. Almost half of the sample (46%) had a high likelihood of perceiving an overall low quality in mathematics classes. Those st

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40

Suleimanova, Anna Vladimirovna. "Differentiated education at mathematics lessons in general education class of secondary school." Moscow University Pedagogical Education Bulletin, no. 1 (March 30, 2019): 89–100. http://dx.doi.org/10.51314/2073-2635-2019-1-89-100.

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The article is devoted to the solution of differentiated education problem at mathematics lessons in classes of general secondary school with the average number of thirty pupils in class. The relevance of the article is caused by the annual statistics of the state exams results confirming quite low level of pupils’ knowledge which prevents from achieving the main school purpose of preparing graduates being able to become the high-level up-to- date specialists. In this situation the problem of realization of differentiated education in general classes of secondary school seems to be important.

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41

Michael Shaughnessy, J., and Judith S. Zawojewski. "Secondary Students' Performance on Data and Chance in the 1996 NAEP." Mathematics Teacher 92, no. 8 (1999): 713–18. http://dx.doi.org/10.5951/mt.92.8.0713.

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Are you increasing your emphasis on probability and statistics with students? Are more of your students studying statistics or probability during secondary school? Are your students improving in their performance in data and chance? If you answered yes to any of these three questions, you are not alone, according to the most recent National Assessment of Educational Progress (NAEP). The NAEP is administered approximately every four years to students attending a representative sample of schools across the United States. It includes a student test of mathematical concepts and processes, a studen

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42

Saka, Owodunni Adewale. "Can Teacher Collaboration Improve Students’ Academic Achievement in Junior Secondary Mathematics?" Asian Journal of University Education 17, no. 1 (2021): 33. http://dx.doi.org/10.24191/ajue.v17i1.8727.

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The unsatisfactory students’ performance in school subjects in Nigerian secondary schools has been blamed on teachers’ quality and professional development suggested as a remedy. Hence, this study examined the effects of teacher collaboration on students’ academic achievement in mathematics. The study adopted pretest-posttest-control group quasi-experimental design involving a 2x2 factorial matrix. The sample for the study consisted of one hundred and thirty-five (135) students from two intact classes and five teachers of the two junior secondary schools purposively selected for the study. Mat

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Utomo, Dwi Priyo, and Dita Latifatu Syarifah. "Examining Mathematical Representation to Solve Problems in Trends in Mathematics and Science Study: Voices from Indonesian Secondary School Students." International Journal of Education in Mathematics, Science and Technology 9, no. 3 (2021): 540–56. http://dx.doi.org/10.46328/ijemst.1685.

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This study describes the mathematical processes in TIMSS (Trends in Mathematics and Science Study) to reflect issues. A descriptive qualitative methodology was used in this analysis as the research approach. The research allocated the respondent to the 6th grade students of Muhammadiyah 6 in the sub-district of Dau, Malang regency, East Java, Indonesia. Using a TIMSS 2011 test and interview, data was obtained. The results of the study showed that visual representation took place in both classes of high, medium, and low capacity. Students of high and low capacity conducted the symbolic represen

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Siegal, Marjorie, Raffaella Borasi, and Judith Fonzi. "Supporting Students' Mathematical Inquiries Through Reading." Journal for Research in Mathematics Education 29, no. 4 (1998): 378–413. http://dx.doi.org/10.5951/jresematheduc.29.4.0378.

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The purpose of this article is to identify specific functions that reading, in combination with writing and talking, can serve in mathematical inquiries and thus to contribute to a better understanding of how inquiry experiences can be planned and supported in mathematics classrooms. This purpose is achieved through an analysis of 3 classroom experiences in which secondary mathematics students engaged in “inquiry cycles” on quite different topics. These instructional experiences were developed by a collaborative team of mathematics teachers, mathematics education researchers, and a reading res

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45

Shapiro, Stewart B., and Phillip B. B. Moheno. "Professed Instructional Values versus Ratings of Student Teachers' Behavior during Classes in Mathematics and Science." Psychological Reports 79, no. 3 (1996): 796–98. http://dx.doi.org/10.2466/pr0.1996.79.3.796.

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Seven experienced raters were unable to discriminate significantly between the teaching behaviors of 4 high and 4 low scoring apprentice teachers of mathematics and science in secondary schools on a scale measuring humanistic/confluent instructional values. This study is intended as a general contribution to the sparse empirical literature on the relationship of professed humanistic teaching or learning values to teaching behaviors in the classroom.

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46

FERNÁNDEZ, MARÍA SOLEDAD, CARLOS POMILIO, GERARDO CUETO, et al. "IMPROVING SKILLS TO TEACH STATISTICS IN SECONDARY SCHOOL THROUGH ACTIVITY-BASED WORKSHOPS." STATISTICS EDUCATION RESEARCH JOURNAL 19, no. 1 (2020): 106–19. http://dx.doi.org/10.52041/serj.v19i1.124.

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Though statistics is covered in secondary-school curricula, it is usually limited to few lessons and mainly taught in a procedural approach. There seems to be a gap between the education of mathematics teachers and the demands on their practice. Learning statistics from a mathematical perspective does not qualify to teach the subject properly. Therefore, we developed a pedagogical intervention that consists in a training program for teaching aimed at mathematics pre-service teachers and focused on activity-based learning. Two workshops and a web-site were designed: first, to improve competenci

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47

Staats, Susan, and Lori Laster. "Extending Universal Design for Learning through Concurrent Enrollment: Algebra Teachers’ Perspectives." Education Sciences 8, no. 4 (2018): 154. http://dx.doi.org/10.3390/educsci8040154.

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Concurrent enrollment refers to partnerships between postsecondary institutions and schools through which secondary school students can complete a university class taught by a qualifying secondary school teacher at their secondary school. We propose that concurrent enrollment programs are an under-recognized tool for extending the impact of Universal Design for Learning (UDL). The context of our study is an equity-focused university course in algebraic mathematical modeling that is also offered through concurrent enrollment in over 30 secondary schools to over 800 secondary students annually i

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Narykhniuk, Natalia, and Maria Boychuk. "Current approaches to teaching mathematics in a New ukrainian school." Pedagogìčnij časopis Volinì 1(16), no. 2020 (2020): 67–74. http://dx.doi.org/10.29038/2415-8143-2020-01-67-74.

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Relevance of the research topic. The current state of development of the educational environment requires the improvement of professional training of pedagogical personnel, including mathematical competence. The article describes the content and main features of the Concept of the New Ukrainian School; the importance of integrated cross-cutting lines, which are aimed at the formation of key competences in education, are addressed; the recommendations on adaptation of modern mathematical education in accordance with the requirements of the «New Ukrainian School». Therefore, the purpose of the a

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Bradley, Claudette, and Lyn Taylor. "Teaching Mathematics With Technology: The Four Directions Indian Beadwork Design with Logo." Arithmetic Teacher 39, no. 9 (1992): 46–49. http://dx.doi.org/10.5951/at.39.9.0046.

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Four Directions Indian Beodwork Design is o computer project using logo Writer created for American Indian middle school students attending summer-camp computer classes. The primary purpose of this project was to learn mathematics and logo concepts by writing procedures and creating o turtle-geometry project. The secondary purpose was to employ American Indian beodwork designs, which ore familiar to the students.

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Maree, Jacobus G. "Difference in Orientation towards Studying Mathematics of South African High School Students: Developing a Study Orientation Questionnaire in Mathematics." Psychological Reports 84, no. 2 (1999): 467–76. http://dx.doi.org/10.2466/pr0.1999.84.2.467.

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The Study Orientation Questionnaire in Mathematics was developed as a diagnostic measure for teachers and counsellors to help students improve their orientation towards the study of mathematics and consequently achieve at a higher level. During the standardisation 60 students from all children in secondary schools in South Africa were administered the provisional questionnaire. Analysis showed students whose mother tongues were African languages in Grades 10 and 11 in general score as external on a measure of Locus of control in mathematics classes in South Africa. They displayed more positive

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