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Relevant bibliographies by topics / Secondary school mathematics education

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Academic literature on the topic 'Secondary school mathematics education'

Author: Grafiati

Published: 4 June 2021

Last updated: 26 January 2023

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Journal articles on the topic "Secondary school mathematics education"

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Kyriacou, Chris. "Active Learning in Secondary School Mathematics." British Educational Research Journal 18, no. 3 (January 1992): 309–18. http://dx.doi.org/10.1080/0141192920180308.

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Ms. Minakshi Rabha, Dr Moyuri Sarma,. "An Investigation on Attitude Towards Learning Mathematics Among Higher Secondary School Students." Psychology and Education Journal 58, no. 2 (February 20, 2021): 6393–98. http://dx.doi.org/10.17762/pae.v58i2.3165.

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While assessing mathematics performance, attitude towards mathematics and Mathematics learning are frequently cited as factors contributing to success. The present study has been conducted to investigate students’ attitude towards learning mathematics in the higher secondary schools of Assam, India. It is sought to understand the influence of Gender and School Environment (Government and Private) in the study of the subject Mathematics. ATMS (Attitude Towards Mathematics Scale), developed by Dr. S. C. Gakhar, and Dr. Rajni was used to find out the attitude of students towards learning mathematics and their achievement in mathematics both in terms of gender as well as school management pattern. Out of a population of 340 students studying at the higher secondary (10+1) level in the Balijana Block of Goalpara District, a sample of 102 students (56 boys and 46 girls) were selected through Stratified Random sampling technique. One Provincialized, one Government and two Private schools were selected based on purposive sampling technique. The achievement of the students in Mathematics at higher secondary level depends on the gender of the students. The study revealed that achievement level of the male students in Mathematics at higher secondary level is more than that of their female counterparts. The achievement of the students in Mathematics at higher secondary level depends on the school environment. The achievement level of the students in private schools is better than the Government schools. The male students show more positive attitude towards learning Mathematics than the female students. Among the eight components, in few components students of Government schools show more positive attitude than Private schools. Whereas, in some components students of Private schools show more positive attitude than students of Government schools. Therefore, attitudes towards mathematics can be developed through encouraging students and motivating them for learning through constructivism and innovations. Teachers, school environment and home environment should be conducive and shouldn’t hamper students’ mathematical performance throughout their schooling

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Atnafu, Mulugeta. "Secondary School Mathematics Teachers' Attitude in Teaching Mathematics." International Electronic Journal of Mathematics Education 9, no. 1 (April 10, 2016): 57–72. http://dx.doi.org/10.29333/iejme/281.

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Bitter, Gary G., and Harold Frederick. "Techniques and Technology in Secondary School Mathematics." NASSP Bulletin 73, no. 519 (October 1989): 22–28. http://dx.doi.org/10.1177/019263658907351905.

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Brodskii, Ia S., and A. L. "On Mathematics Education in the Secondary Specialized School." Russian Education & Society 34, no. 12 (December 1992): 85–94. http://dx.doi.org/10.2753/res1060-9393341285.

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Concha, Renán, Nelly San Martín, and Miguel Friz. "Beliefs of Elementary School Teachers and Secondary School Mathematics Teachers During the Teaching Process." Acta Scientiae 24, no. 6 (November 10, 2022): 118–50. http://dx.doi.org/10.17648/acta.scientiae.7183.

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Background: Teacher practices when teaching mathematics are supported by their beliefs on how this subject should be approached. This has an impact on the learning of students who generally perceive mathematics as an incomprehensible mechanical activity in which a series of algorithms must be followed to obtain a solution. Therefore, the following questions arise: What are the beliefs of mathematics teachers regarding the teaching process? Which methodologies do they use in the classroom? Objective: The objective was to analyse the beliefs of elementary school teachers and secondary school mathematics teachers during the teaching process. Design: The study used a descriptive quantitative approach. Setting and participants: The sample consisted of 100 elementary school teachers and secondary school mathematics teachers from three regions in Chile. Data collection and analysis: Due to the Covid-19 health crisis, Google Drive was used to send a Likert questionnaire to each of the study participants. The information was processed and quantitatively analysed with the SPPS 25.0 statistical software. Results: Statistically significant differences were found based on specialisation, place of work, school administration, and gender of the participants. Conclusions: Teachers considered that knowing, learning, and applying mathematical knowledge was possible through rote and routine activities. In addition, teachers with 5 to 8 years of experience believed that mathematics develops problem-solving skills.

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Dorimana, Aline, Alphonse Uworwabayeho, and Gabriel Nizeyimana. "Examining Mathematical Problem-Solving Beliefs among Rwandan Secondary School Teachers." International Journal of Learning, Teaching and Educational Research 20, no. 7 (July 30, 2021): 227–40. http://dx.doi.org/10.26803/ijlter.20.7.13.

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This study explored teachers' beliefs about mathematical problem-solving. It involved 36 identified teachers of Kayonza District in Rwanda via an explanatory mixed-method approach. The findings indicate that most teachers show a positive attitude towards advancing problem-solving in the mathematics classroom. However, they expose different views on its implementation. Role of problem-solving, Mathematical problems, and Problem-solving in Mathematics were identified as main themes. Problem-solving was highlighted as an approach that helps teachers use time adequately and helps students develop critical thinking and reasoning that enable them to face challenges in real life. The study recommends teacher professional development initiatives with their capacity to bring problem-solving to standard.

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Monk, David H., and Jennifer King Rice. "The Distribution of Mathematics and Science Teachers Across and Within Secondary Schools." Educational Policy 11, no. 4 (December 1997): 479–98. http://dx.doi.org/10.1177/089590489701100404.

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Using data from the Longitudinal Study of American Youth, this study examines the allocation of mathematics and science teachers' subject area preparation levels across as well as within a national sample of American secondary schools. At the school level, the study assesses relationships between average teacher preparation levels and socioeconomic status of the clientele, size of the school, and measures of internal collegiality. The study also examines within-school allocations and estimates the degree to which individual student shares of teacher resources are related to pupil attributes, such as previous test scores, school work ethic, socioeconomic status, and level of previous course work in the subject area. Results suggest that teachers with differing levels of content preparation are systematically allocated across as well as within secondary schools, particularly in the mathematics area of the curriculum. Implications for policy are discussed.

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Redden, Ted. "Book Review: Secondary School Mathematics and Technological Careers." Australian Journal of Education 34, no. 3 (November 1990): 339–40. http://dx.doi.org/10.1177/000494419003400309.

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Leung, F. K. S. "The secondary school mathematics curriculum in China." Educational Studies in Mathematics 18, no. 1 (February 1987): 35–57. http://dx.doi.org/10.1007/bf00367913.

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Dissertations / Theses on the topic "Secondary school mathematics education"

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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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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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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 answered by exploring the perceptions of 12 high school mathematics teachers in northwest Florida through a survey of 16 open-ended questions and a focus group discussion that guided the research. Furthermore, the survey and focus group data were triangulated with teacher artifacts that included lesson plans. This resulted in an aggregate of 15 themes that included time, professional development, gap in the students’ knowledge, student encouragement, application to real world, resources, rigor, student encouragement, teacher collaboration, student ownership, standardized testing, traditional teaching, too many topics, two-tracks courses, practice and mental math, and student collaboration.

The findings of this research support the need to provide teachers with more time to teach, plan, and collaborate. Teachers also need more support from the educational leaders to provide professional development that will help teachers apply real-world, collaborative learning, and move away from the current traditional teaching that most of the participating teachers in this study prefer.

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Raghavan, Prasannakumary. "Social constructivist mathematics education in a Ciskeian secondary school classroom." Thesis, Rhodes University, 1994. http://hdl.handle.net/10962/d1003652.

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The researcher's experience as a high school mathematics teacher in several African countries convinced her that a good number of mathematics learners exhibit serious difficulties in conceptualising mathematics properly. Her experience in teaching the subject in the Ciskei since 1990 reinforced this conviction. The researcher's natural curiosity to probe into the causes of the poor state of mathematics education in the region served as the springboard into her investigation. Her thoughts developed in line with the emerging educational theories of social constructivism. This provided a conceptual framework for the solution of the problem, the feasibility of which was put to test practically in a Ciskeian classroom. She explicates that the difficulties experienced by the pupils in conceptualising mathematics are philosophically deep rooted and latent in the present system of mathematics education itself, which, in Ciskei, impedes the learners' conceptualisation owing to numerous problems related to their linguistic and cultural situatedness. In the analysis of the present system of mathematics education in the Ciskei she reviews a few recently published mathematics text books in the context of the topics chosen for her research study. The results of her classroom investigation establish that a possible solution to the problem lies in the social constructivist teaching approaches.

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Saintine, Thierry. "Mathematics Confidence in an Urban High-School: Black students' perception of mathematics education." Diss., Temple University Libraries, 2017. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/444144.

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Urban Education
Ph.D.
This was an investigation of students’ mathematics confidence and how it is shaped by their accumulated experiences in mathematics education, and informs their view of the purpose of mathematics in their current and envisioned lives. There is no shortage of studies on black students’ poor performance in mathematics education and its seeming persistence in spite of reform initiatives and policy changes. Conversely, there is a dearth of studies in the field on high achieving black students and the construction of their mathematics identities. Some scholars have argued that the plenitude of data on the failure of black students in mathematics education has contributed to mainstream beliefs of a racial hierarchy of mathematics ability in America. This perception has not only shaped attitudes and behaviors of educational scholars, policymakers, practitioners, but it has contributed to the alienation of many students from the community of “doers of mathematics.” In an effort to combat the pervasiveness of race-based beliefs of math ability, some researchers in the field of mathematics have advocated for the need to refocus research on better understanding students’ mathematics identity and its relationship to their performance. In light of this, this study, using ethnographic methods, examined the mathematics confidence—a subset of mathematics identity—of a group of seniors enrolled in honor’s pre-calculus at an under resourced urban comprehensive high school. Data collected and analyzed for this study showed that participants, in spite of a history of mostly success in math and despite being socialized to view the classroom as opportunity to challenge disparaging views of African Americans, refused to seek or claim membership to the community of math people. This study provides new insights into black students’ perception of and sense of belongingness to mathematics, and its potential impact on their academic and economic prospects.
Temple University--Theses

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Stratton, Piper I. "Highly Effective Instructional Practices in High School Mathematics Classes." Thesis, National-Louis University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3683746.

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Abstract Over 40 years of research, three categories of instructional practices are consistently shown to enhance student achievement, including (a) Evidence-based (EB) Strategy Instruction, (b) Feedback, and (c) Formative Assessment. It was the hypothesis of this study that Grade 9 Algebra 1 classrooms do not routinely use these EB practices to enhance their instruction. Data was collected from 12 Algebra 1 classrooms utilizing a researcher developed systematic observation tool featuring highly effective instructional practices from the 2001 Marzano, Pickering, and Pollack and 2009 Hattie meta-analyses. Study results suggested that the frequency of EB instructional practices varied remarkably among teachers. However, the preponderance of teaching time was spent in two forms of practice with little time devoted to other EB strategies and informal formative assessment practices often lacked variety and depth. Last, the frequency or type of EB instructional practices used did not differ between classes designed for students with average math skills compared to classes designed for lower skilled students. Recommended methods for increasing the widespread use of highly effective EB instructional practices included: (a) system-wide improvements in pre-service teacher training in highly effective instructional practices, (b) more effective on-the-job professional development and implementation practices, and (c) the use of structured professional learning communities focused on improving pedagogy.

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Ditrick, Leslie K. "I Can't Do Math! Reflections on Mathematics Anxiety in Secondary Schools." Kent State University Honors College / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ksuhonors1523823170836094.

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Elgar, Emma S. "An examination of the uses of technology in secondary school mathematics instruction." Scholarly Commons, 2005. https://scholarlycommons.pacific.edu/uop_etds/2453.

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This study was conducted to examine how secondary school mathematics teachers and students use computer and calculator technologies in their classes/courses. Because of rigorous implementation of the California mathematics content standards, this study was also conducted in order to find out the role of technology in teaching mathematics. The study employed both quantitative and qualitative methods of research. This study utilized teacher surveys and interviews with school principals/vice principals. Seventh to twelfth grade mathematics teachers from public schools in California Central Valley School Districts were chosen as survey respondents. Twelve senior high schools (9th–12th grades) and eleven middle schools (7th–8th grades)/middle schools integrated in elementary schools (K–8th grades) participated in the study. Data collected through the survey were analyzed using Microsoft Excel and the Statistical Packages of Social Sciences (SPSS) on a personal computer. Means, standard deviations, and percentages were computed for the appropriate survey item. Face to face interviews were conducted with principals/vice principals of the schools where teachers participated in the survey. From the twenty-three schools that participated, this researcher was able to interview twenty-four principals/vice principals. Interviews were tape-recorded and field notes were taken. This study found that the availability of technology and resources does not guarantee that these resources will be used in mathematics teaching and learning. All of the high schools that participated were recipients of the Digital High School Grants. However, because of California budget crisis, funding for teacher training was discontinued. Some of the barriers that prevented teachers from incorporating computer technology into their courses were: lack of mathematics software that meet the content standards; rigid implementation of California content standards; teachers needed time to plan and develop their lessons; the need for technology training on instructional software and budgetary problems to purchase software and upgrade existing hardware.

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Marshall, Gerald L. Rich Beverly Susan. "Using history of mathematics to improve secondary students' attitudes toward mathematics." Normal, Ill. Illinois State University, 2000. http://wwwlib.umi.com/cr/ilstu/fullcit?p9995668.

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Thesis (Ph. D.)--Illinois State University, 2000.
Title from title page screen, viewed May 4, 2006. Dissertation Committee: Beverly S. Rich (chair), Michael Marsalli, Edward S. Mooney. Includes bibliographical references (leaves 89-124) and abstract. Also available in print.

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Shildneck, Barry P. "Female Students and Achievement in Secondary School Mathematics." Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/msit_diss/59.

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Achievement and the experiences of women in secondary school mathematics have been well documented in the research literature (e.g., Benbow & Stanley, 1980, 1983; Tartre & Fennema, 1995; Sherman, 1982; Ryckman & Peckham, 1987; Keller & Dauenheimer, 2003). With respect to achievement, the research literature primarily focuses on how women are deficient to men (e.g., Benbow & Stanley, 1980, 1983) and the roles affective attributes (e.g., Sherman, 1982; Fennema, Petersen, Carpenter & Lubinski, 1990) and stereotype threat (e.g., Quinn & Spencer, 2001; Steele & Aronson, 1995) have played in women’s deficiencies. Despite the perspective and nature of this research, there are, however, women who have achieved at extraordinarily high levels in the secondary mathematics classroom. It is important to examine this historical research as it has impacted the views of teachers, researchers, and media with regard to female mathematics students’ opportunities. By reflecting upon the research literature and its far reaching impacts, high-achieving women in mathematics can begin to reverse the perceptions that limit their opportunities. Thus, the purpose of this study was to explore, through the experiences and stories relayed by the study’s participants, how young women might negotiate the (historic all male) mathematics domain. Employing a qualitative research designed within a phenomenological framework and analyzed through a combination of postmodern and standpoint feminisms, I examined the stories of four undergraduate female students who were identified as being high-achieving in secondary school mathematics. These young women, by reflecting upon their secondary school experiences, and by reflecting upon their experiences within the context of the existing research literature, not only identified the aspects of their lives they felt had the greatest impact upon their opportunities but also examined their personal definitions of success and the impacts their gender had on their (socially defined) achievements within secondary school mathematics.

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Gardner, Kimberly D. "Investigating Secondary School Students' Experience of Learning Statistics." Digital Archive @ GSU, 2008. http://digitalarchive.gsu.edu/msit_diss/30.

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Although more students are taking courses in statistics before leaving high school, the research base on teaching and learning statistics at the high school level has not accumulated as rapidly (Garfield & Chance, 2000). Very little is known about how secondary school students learn statistics, how the misconceptions they bring to the subject impede their learning, and what should be taught or assessed (Watson & Callingham, 2003). Studies that have investigated these issues tend to focus on the K-5, undergraduate, and graduate levels of education (Groth, 2003). Therefore, more research is needed at the secondary level (Garfield & Chance, 2000). The purpose of this qualitative investigation is to examine how secondary school students' approaches to learning relate to how they assign meaning to statistics. Phenomenography (Marton & Booth, 1997) is the theoretical orientation that frames the study, and it examines the role human experience plays in learning, by reporting variations in the ways participants experience a phenomenon (Dall'Alba & Hasselgreen, 1996). The research questions for the study were: 1) What are the different ways high school students define statistics? 2) What are the different ways high school students learn statistics? 3) What are the different ways students experience learning statistics? The nine participants in the study were high school graduates who completed a course in Statistics or Advanced Placement Statistics while enrolled in high school in a suburban area in the southeast. Data sources were semi-structured interviews and journaling. Using phenomenographic methodology, students' descriptions of the experience of learning were analyzed and coded. An outcome space of the collective experiences was constructed. A hierarchical relationship between students' approach to learning and their learning strategies was found. Also, a hierarchical relationship between students' approaches to learning and the meaning they assigned to statistics was found.

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Books on the topic "Secondary school mathematics education"

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Warren, Jones. Secondary school mathematics and technological careers. Hawthorn, Vic: Australian Council for Educational Research, 1988.

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name, No. Computer algebra systems in secondary school mathematics education. Reston, VA: National Council of Teachers of Mathematics, 2002.

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Eon, Harper, ed. Mathematics for secondary schools. Harlow: Longman, 1987.

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

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Rosedale Heights Secondary School (Toronto, Ont.). Grade 9 mathematics. [Toronto: The School], 1990.

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John, O'Donoghue, and SpringerLink (Online service), eds. Real-World Problems for Secondary School Mathematics Students: Case Studies. Rotterdam: SensePublishers, 2011.

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Sue, Johnston-Wilder, ed. Learning to teach mathematics in the secondary school: A companion to school experience. Abingdon, Oxon, England: Routledge, 2011.

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Sue, Johnston-Wilder, ed. Learning to teach mathematics in the secondary school: A companion to school experience. London: Routledge, 1999.

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Ventures, Marvelous Mike. Mathematical games for secondary schools. Abuja, Nigeria: National Mathematical Center, 2002.

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1917-, Hauptman Herbert A., ed. 101 great ideas for introducing key concepts in mathematics: A resource for secondary school teachers. Thousand Oaks, Calif: Corwin Press, 2001.

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Book chapters on the topic "Secondary school mathematics education"

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Bodin, Antoine, and Bernard Capponi. "Junior Secondary School Practices." In International Handbook of Mathematics Education, 647–74. Dordrecht: Springer Netherlands, 1996. http://dx.doi.org/10.1007/978-94-009-1465-0_18.

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Grugnetti, Lucia, and François Jaquet. "Senior Secondary School Practices." In International Handbook of Mathematics Education, 675–700. Dordrecht: Springer Netherlands, 1996. http://dx.doi.org/10.1007/978-94-009-1465-0_19.

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Corrêa, Priscila Dias. "Observing for Mathematical Proficiency in Secondary Mathematics Education." In Teaching and Learning Secondary School Mathematics, 453–64. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-92390-1_42.

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Even, Ruhama. "Academic Mathematics in Secondary School Mathematics Teacher Education." In Encyclopedia of Teacher Education, 1–4. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-1179-6_243-1.

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Even, Ruhama. "Academic Mathematics in Secondary School Mathematics Teacher Education." In Encyclopedia of Teacher Education, 6–9. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-8679-5_243.

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Faragher, Rhonda M. "Mathematics in secondary school." In A Practical Guide to Educating Learners with Down Syndrome, 142–55. London: Routledge, 2023. http://dx.doi.org/10.4324/9780429262739-14.

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Kotarinou, Panagiota, Eleni Gana, and Charoula Stathopoulou. "Expanding Contexts for Teaching Upper Secondary School Geometry." In Mathematics, Education and History, 341–66. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-73924-3_17.

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Orbach, Lars, Moritz Herzog, and Annemarie Fritz. "Math Anxiety During the Transition from Primary to Secondary School." In Inclusive Mathematics Education, 419–47. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-11518-0_25.

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Caron, France. "Modelling in Secondary Mathematics Education: Moving Beyond Curve Fitting Exercises." In Teaching and Learning Secondary School Mathematics, 547–60. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-92390-1_51.

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Arzarello, Ferdinando, Alwyn Olivier, Rick Billstein, Keiichi Shigematsu, Suwattana Utairat, Nanae Matsuo, and Julianna Szendrey. "WGA 2: Mathematics Education in Junior Secondary School." In Proceedings of the Ninth International Congress on Mathematical Education, 226–31. Dordrecht: Springer Netherlands, 2004. http://dx.doi.org/10.1007/978-94-010-9046-9_59.

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Conference papers on the topic "Secondary school mathematics education"

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Fields, Paul. "A case study in collaboration preparing secondary education teachers." In Joint ICMI/IASE Study: Teaching Statistics in School Mathematics. International Association for Statistical Education, 2008. http://dx.doi.org/10.52041/srap.08703.

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Although the mission of mathematics education departments or programs is to prepare the next generation of secondary education mathematics teachers, the question still remains, “Who should provide the training in statistics education for these future teachers?” We propose that statistics education should be provided by statisticians in collaboration with mathematics educators. We describe a model that has been designed recognizing how statistical reasoning differs from mathematical reasoning and implemented incorporating how classroom pedagogy is consequently affected.

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Scheaffer, Richard. "Statistics: A Motion for Secondary School Mathematics." In Proceedings of the First Scientific Meeting of the IASE. International Association for Statistical Education, 1993. http://dx.doi.org/10.52041/srap.93107.

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The notion that data collection and analysis should be an integral part of the secondary mathematics curriculum in the United States has enjoyed an ongoing debate since at lease the early part of this century. it was suggested by some around the time that Walter Shewhart introduced the control chart for quality improvement in the 1920's and was still being suggested by many in the years following World War II. At that time, one of those proposing that data analysis skills are essential requirements for all students was W. Edwards Deming who, of course, went on to become famous fro his wire in process improvement. This practical side of mathematics education lost momentum in the 1960's with the advent of the so-called "new math" movement, which emphasize formal mathematical structure and logic.

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Lama, Gatis. "Case Study: Transversal Skills in Secondary School Mathematics." In 13th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2020. http://dx.doi.org/10.22616/reep.2020.011.

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Gould, Robert, and Roxy Peck. "Preparing Secondary Mathematics Educators to Teach Statistics." In Curricular Development in Statistics Education. International Association for Statistical Education, 2004. http://dx.doi.org/10.52041/srap.04404.

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In this paper, we address two Roundtable topics: distance education and developing teachers' statistical knowledge. We describe a new professional development program for secondary school mathematics teachers who are preparing to teach statistics. We also discuss what we have learned in our efforts to design a course that has a significant online component and that is relevant and useful from a teacher’s perspective. We describe the ways in which our online environment incorporates group work, self-study, concept exploration, and assessments. We also discuss the challenges associated with delivering the necessary content while simultaneously accommodating the practical time constraints of adult students who are, themselves, teaching full-time.

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Antoš, Karel. "SOLVING A NON-TRIVIAL TASK IN TEACHING SECONDARY SCHOOL MATHEMATICS." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.2352.

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Ryzhova, Oxana N., Elizaveta A. Belevtsova, and Nikolay E. Kuz’menko. "CHEMISTRY AND MATHEMATICS: MATHEMATICAL CONTENT OF CHEMICAL TASKS." In Proceedings of the 2nd International Baltic Symposium on Science and Technology Education (BalticSTE2017). Scientia Socialis Ltd., 2017. http://dx.doi.org/10.33225/balticste/2017.115.

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The level of mathematical preparedness of secondary-school graduates influences not only the possibility of entering natural science faculties of university, but also the success of subsequent education. At present, when enrolling in Russian universities, the mathematical preparation of the entrant is assessed based on the result of the Unified State Exam. This research proposed to use the mathematical content of competitive chemistry tasks for indirect assessment of the degree of the university applicant's preparedness. Keywords: chemistry education, Unified State Exam, Chemistry Olympiad, entrance examination.

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Fardah, Dini, Dini Kinati Fardah, Puspita Anggraini Setyaningrum, Evangelista Lus Windyana Palupi, Anggietyas Damaningrum, and Ahmad Wachidul Kohar. "Prospective Students’ Math Talk in Solving Secondary School Mathematics Problem." In Proceedings of the Mathematics, Informatics, Science, and Education International Conference (MISEIC 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/miseic-19.2019.30.

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Antoš, Karel. "POSSIBILITIES AND STRATEGIES OF PROBLEM SOLVING IN SECONDARY SCHOOL MATHEMATICS TEACHING." In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.1654.

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Zakaria, Ahmad, Mega Teguh Budiarto, and Raden Sulaiman. "The Relational Thinking Process of Secondary School Student with High Mathematical Ability in Solving Mathematics Problem." In Mathematics, Informatics, Science, and Education International Conference (MISEIC 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/miseic-18.2018.31.

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Teppo, Moonika, Merlin Saulep, Regina Soobard, and Miia Rannikmäe. "FACTORS INFLUENCING LOWER SECONDARY SCHOOL STUDENTS’ MOTIVATION TO LEARN SCIENCE AND MATHEMATICS." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.1673.

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Reports on the topic "Secondary school mathematics education"

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Lovyanova, I. V. On Specific Character of Mathematical Education Content Selection at Subject-Specialised School. [б. в.], 2013. http://dx.doi.org/10.31812/0564/2377.

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The article dwells upon the issues of mathematics teaching as a subject training organisational process. Historical principles and tendencies concerning subject-specialised school creation in particular as well as Russian and soviet school practice are analysed in the article. Experience of differentiation process on the high stage of school education in such countries as France, Japan and the USA has been investigated. The main functions of a subject matter mastering conception at high school have been pointed out. Mathematical education is considered to be the principal component of comprehensive education as well as the factor influencing the quality of education at a higher educational establishment on the whole run. The peculiarities of mathematical education content at a subject-specialised school in different directions of mathematical training have been illuminated in the article along with the deep consideration of succession problem of both secondary comprehensive and higher school educational processes correspondingly, which, in their turn, are regarded as the possible ways of education quality improvement in terms of higher educational establishment (HEE). The constructional principles of educational courses in various mathematical subjects are defined in the article.

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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, May 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 content-area subjects; (3) assessment for learning; (4) high-quality teaching and learning materials; and (5) positive school climates. We provide foundational guiding principles and recommendations for intervention design and implementation for each component. Additionally, we discuss and propose how to structure and design pre-service teacher preparation and in-service teacher training and ongoing support, fortified by materials design and assessment, to help teachers determine where learners are in developmental progressions, move learners towards mastery, and differentiate and support learners who have fallen behind. We provide additional suggestions for integrating a whole-school climate curriculum, social-emotional learning, and school-related gender-based violence prevention strategies to address the internal and societal changes learners often face as they enter upper primary.

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Rashevska, Natalya V., Serhiy O. Semerikov, Natalya O. Zinonos, Viktoriia V. Tkachuk, and Mariya P. Shyshkina. Using augmented reality tools in the teaching of two-dimensional plane geometry. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4116.

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One of the successful components of quality assimilation of educational material and its further use in the learning process is visualization of material in secondary education institutions. Visualizations need the subjects of the school course, which are the most difficult to understand and essentially do not have at the beginning of the study of widespread practical application, mostly mathematical objects. That is why this study aimed to analyze mobile tools that can be used to visualize teaching geometry. The object of the study is the process of teaching geometry in the middle classes of secondary schools. The subject of the study is the use of augmented reality tools in teaching geometry to students in grades 7-9. The study used such research methods as the analysis and justification of the choice of mobile augmented reality for the study of mathematics. Analyses displayed two augmented reality tools: ArloonGeometry and Geometry AR. In order to gain geometry instruction’s academic success for the students, these tools can be used by teachers to visualize training material and create a problematic situation. The use of augmented reality means in the geometry lessons creates precisely such conditions for positive emotional interaction between the student and the teacher. It also provided support to reduce fear and anxiety attitudes towards geometry classes. The emotional component of learning creates the conditions for better memorization of the educational material, promotes their mathematical interest, realizes their creative potential, creates the conditions for finding different ways of solving geometric problems.

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Bilousova, Liudmyla I., Liudmyla E. Gryzun, Daria H. Sherstiuk, and Ekaterina O. Shmeltser. Cloud-based complex of computer transdisciplinary models in the context of holistic educational approach. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3259.

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The paper represents the authors’ cloud-based complex of computer dynamic models and their transdisciplinary facilities. Proper theoretical background for the complex design is elaborated and the process of the computer models development is covered. The models in the complex are grouped in the sections according to the curriculum subjects (Physics, Algebra, Geometry, Biology, Geography, and Informatics). Each of the sections includes proper models along with their description and transdisciplinary didactic support. The paper also presents recommendations as for using of the complex to provide holistic learning of Mathematics, Science and Informatics at secondary school. The prospects of further research are outlined.

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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. Cambridge, MA: National Bureau of Economic Research, August 2009. http://dx.doi.org/10.3386/w15238.

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Prew, Martin Prew. School-Based Management in Secondary Education in Sub-Saharan Africa. Toronto, Ontario Canada: Mastercard Foundation, November 2018. http://dx.doi.org/10.15868/socialsector.36894.

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Vlasenko, Kateryna V., Sergei V. Volkov, Daria A. Kovalenko, Iryna V. Sitak, Olena O. Chumak, and Alexander A. Kostikov. Web-based online course training higher school mathematics teachers. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3894.

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The article looks into the problem of theoretical aspects of using Web 2.0 technology in higher education. This paper describes answers of 87 respondents who have helped to identify the most required types of educational content for the integration to pages of the online course training higher school mathematics teachers. The authors carry out a theoretical analysis of researches and resources that consider the development of theoretical aspects of using web tools in higher education. The research presents the characteristics common to online courses, principles of providing a functioning and physical placement of online systems in webspace. The paper discusses the approaches of creating and using animated content in online systems. The authors describe the methods of publishing video content in web systems, in particular, the creation and use of video lectures, animation, presentations. This paper also discusses several of the existing options of integrating presentations on web pages and methods of integrating mathematical expressions in web content. It is reasonable to make a conclusion about the expediency of promoting online courses, the purpose of which is to get mathematics teachers acquainted with the technical capabilities of creating educational content developed on Web 2.0 technology.

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Measure, Edward M., and Edward Creegan. Gains in the Education of Mathematics and Science GEMS: Teaching Robotics to High School Students. Fort Belvoir, VA: Defense Technical Information Center, January 2013. http://dx.doi.org/10.21236/ada577062.

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Furstenberg, Frank, and David Neumark. School-to-Career and Post-Secondary Education: Evidence from the Philadelphia Educational Longitudinal Study. Cambridge, MA: National Bureau of Economic Research, April 2005. http://dx.doi.org/10.3386/w11260.

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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), September 1994. http://dx.doi.org/10.2172/10183043.

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