Journal articles: '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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Holopainen, Leena, and Airi Hakkarainen. "Longitudinal Effects of Reading and/or Mathematical Difficulties: The Role of Special Education in Graduation From Upper Secondary Education." Journal of Learning Disabilities 52, no. 6 (August 6, 2019): 456–67. http://dx.doi.org/10.1177/0022219419865485.

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This study explores the long-term effects of difficulties in reading and mathematical skills on educational achievement and successful graduation from secondary education as well as the role of special education in successful graduation. Study participants were all 16-year-old ninth graders from one Finnish city ( N = 595; 302 females, 293 males) who were followed for 5 years after completing compulsory education. Students’ reading and mathematical skills were measured at the end of compulsory education and their achieved grades in literacy and mathematics were received from their upper secondary schools. The overall results show that although part-time special education was available throughout both compulsory and upper secondary education, the negative longitudinal consequences of reading difficulties (RDs) and mathematical difficulties (MDs) on school achievement in literacy, mathematics, and rates of graduation can be seen. The regression path models were estimated separately for female and male students and show that among male students with RDs and MDs, the part-time special education that students received in Grades 7 to 9 was significantly related, but for Grades 10 to 11, this relationship is only significant among students with RDs. Moreover, low levels of school achievement in literacy among female students and in literacy and mathematics among male students significantly increased the likelihood of delayed graduation.

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Qaeed, Noor Saeed, and Ilham Jabbar Faris. "Knowledge Economy Skills and their Relationship to Mathematical Culture among Secondary School Mathematics Teachers." International Journal of Early Childhood Special Education 13, no. 2 (December 2, 2021): 897–907. http://dx.doi.org/10.9756/int-jecse/v13i2.211132.

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The aim of the current research is to study the relationship between the skills of knowledge economy and mathematical culture for male and female mathematics teachers for the secondary stage. The knowledge economy consists of (34) items, and a measure of mathematical culture of (23) items. Appropriate statistical analyzes were conducted and the psychometric properties of the observation card and scale were verified, and by adopting the appropriate statistical tools to analyze the results, I came up with the following: 1. Mathematics teachers do not have knowledge economy skills. 2. Mathematics teachers have a mathematical culture. 3. There is a positive correlation between the skills of knowledge economy and mathematical culture among male and female mathematics teachers in the research sample.

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��, M. Shashkina, ��, and O. Tabinova. "Diagnostics of Readiness of School Graduates to Continue Mathematics Education." Standards and Monitoring in Education 4, no. 3 (June 17, 2016): 8–13. http://dx.doi.org/10.12737/20196.

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This article raises the problem of poor mathematical preparation of school graduates, who are potential university students. It is proposed to consider the main result of students� mathematical preparation at the profi le level at school from the standpoint of readiness to continue mathematical education further. The concept of �readiness of school graduate to continue mathematics education� is formulated. The article describes structural components of readiness as a result of education of graduates of secondary schools; these are cognitive, activity, motivational and evaluative, refl ective, evaluative, emotional and volitional components. The authors introduce a diagnostic program evaluating readiness of high school graduates to continue the mathematical education, which includes a variety of assessment tools and gauges. The authors present gathered during four years results of evaluation of the readiness level among fi rst-year students. The conclusions are made about the current readiness level by all selected components.

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Kohen, Zehavit, and Doron Orenstein. "Mathematical modeling of tech-related real-world problems for secondary school-level mathematics." Educational Studies in Mathematics 107, no. 1 (January 26, 2021): 71–91. http://dx.doi.org/10.1007/s10649-020-10020-1.

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AbstractThe use of authentic real-world problems that reflect the applied nature of mathematics is not prevalent in formal secondary school settings. In this study, we explore the interface between workplace mathematics, particularly tech-related real-world (TRW) problems, and school mathematics, through the explication of mathematical modeling. The research questions are (1) in which tech domains can real-world problems be identified that can be addressed using mathematical modeling for the secondary school level? (2) Which methods do engineers use to simplify tech-related problems for non-experts in their field? (3) In which areas in the secondary mathematics curriculum can TRW problems be mapped? We present a three-phase model which yielded the creation of a pool of 169 TRW problems. The first two phases of the model included extracting authentic problems from the work of tech engineers and simplifying them to be meaningful or perceivable to students. These were explored by conducting task-oriented interviews with senior tech engineers and scientists from leading companies and universities. The third phase was accomplished by interviewing mathematics education experts, and included verifying the compatibility of the problems with the formal, secondary-level mathematics curriculum. The study has methodological, theoretical, and practical contributions. These include methodology that enables identifying TRW problems that are compliant with the secondary mathematics curriculum; adding to the literature about mathematical modeling by demonstrating the interface between workplace mathematics and school mathematics; and creating a large pool of TRW problems that can be used in secondary school math lessons.

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Shokaliuk, S. V., and I. S. Zakarlyuka. "Cloud technologies in secondary schools." CTE Workshop Proceedings 3 (March 20, 2015): 24–28. http://dx.doi.org/10.55056/cte.241.

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The purpose of this study is to determine the role and place of cloud technologies in the modern school, the main task – determining components of cloud technology tools support individual learning school subjects, the object of study – the tools of support and e-learning in secondary schools, the subject – means cloud technologies for e-learning students, the main research method – a theoretical study. The system of cloud technology training tools for specific school subject consists of general education tools cloud technologies (tools for online e-learning materials development and online storage, cloud technology learning management tools) and specialized cloud technologies tools – browser-based system of programming and simulation (to support learning computer science), mathematical mobile environments (to support the study of mathematics), virtual online labs and simulation system (to support the study of physics, chemistry or biology) etc. The use of cloud technologies in the educational process of general education schools especially will solve the problem of providing equal access for students and teachers to high-quality educational resources in the classroom and in their spare time.

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Voievoda, Alina, Oleh Konoshevskyi, and Svitlana Pudova. "Readiness of Ukrainian Mathematics Teachers to Use Computer Games in the Educational Process." Mathematics and Informatics LXV, no. 5 (October 28, 2022): 467–83. http://dx.doi.org/10.53656/math2022-5-6-rea.

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The paper presents the opinions of mathematics teachers regarding expediency and possibility of using computer mathematical games in the educational process. The survey was conducted in urban and rural schools of Ukraine in 2019 (sample size – 48) and 2021 (sample size – 55). Teachers of all age categories and levels of school education (primary, secondary, senior secondary) were involved.As a result of the study, the growing interest of Ukrainian mathematics teachers in computer mathematical games was noted after long-term online learning during quarantine measures on COVID-19. Moreover, some teachers already use computer mathematical games to develop the knowledge and skills of both students (15%) and their own children (40%).However, every fifth teacher does not consider it necessary to use electronic games in mathematics lessons. In general, there is a trend towards their implementation at various levels of education: from school to future teachers training faculties, but there are still a number of unresolved important issues, including didactic ones.

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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 (September 13, 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 creation of teaching methods in schools and especially in the in-depth study of mathematics in engineering classes. The experience of a special mathematical seminar organized by university departments of mathematics for school teachers of engineering classes is considered.

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Zahner, William, Suzanne Chapin, Rich Levine, Lingjun A. He, and Robert Afonso. "Examining the Recruitment, Placement, and Career Trajectories of Secondary Mathematics Teachers Prepared for High-Need Schools." Teachers College Record: The Voice of Scholarship in Education 121, no. 2 (February 2019): 1–36. http://dx.doi.org/10.1177/016146811912100201.

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Background School leaders are challenged by the relatively limited supply and high turnover of qualified secondary school mathematics teachers. In response, policy makers and teacher educators have developed various pathways and incentives to recruit, train, place, and support highly qualified mathematics teachers to work in hard-to-staff schools. Focus of Study In this study, we investigate the recruitment, placement, and early career trajectories of 158 Grades 6–12 mathematics teachers from two preparation programs focused on staffing “high-need” schools in the same region. Setting The contrasting programs were both supported by the same university in the Northeast United States. Participants & Programs The participants were 158 secondary school (Grades 6–12) mathematics teachers. Of these, 48 were recruited and prepared through a teacher education program with financial support from the National Science Foundation-funded Robert Noyce Teacher Scholarship Program. The other 110 school mathematics teachers were recruited and trained through the Greater Boston office of Teach For America. Both programs required two years of service in high-need schools. Research Design In this study, we used a comparative design. Descriptive profiles of teachers from each program were created. Then, participants’ early career trajectories were compared using logistic regression and survival analysis. Data Collection and Analysis We administered a longitudinal survey and created a database combining survey data and each program's administrative data. Conclusions Our data illustrate that the Noyce scholarship-supported pathway was generally successful in recruiting individuals with STEM majors, training them to be mathematics teachers, and placing those individuals as secondary school mathematics teachers in high-need schools. The comparison of the scholarship-pathway teachers with the secondary school mathematics teachers in the alternative-certification pathway provides a useful contrast. On the one hand, the alternatively certified secondary school mathematics teachers were less likely than the scholarship-pathway teachers to have STEM majors, and the attrition rate for the alternatively prepared teachers was higher than the attrition rate for the scholarship-supported teachers, particularly after they had completed the two-year service requirement. On the other hand, the alternative-certification program recruited a more diverse pool of potential teachers and placed these teachers in schools serving a higher proportion of low-SES students.

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Thapa, Dhana Kumari, and Tara Paudel. "Secondary School Students’ Attitude towards Mathematics." Mathematics Education Forum Chitwan 5, no. 5 (December 31, 2020): 34–39. http://dx.doi.org/10.3126/mefc.v5i5.34761.

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The major objective of this article is to describe the perception of self-efficacy and attitude towards mathematics of students studying science and mathematics in grade 12 in Kathmandu valley. Cross-sectional descriptive design and quantitative method were used to collect and analyze data. Data were collected from 318 randomly selected students studying science in grade 12, from nine different schools of Kathmandu valley through self-administered questionnaire. The survey showed that majority of girls and boys were encouraged by their parents to get enrolled in the science stream. Most of them chose mathematics courses to enter into the fields of engineering and technical sciences. From the observation we found that perceived self-efficacy is good i.e. both girls and boys have positive and good attitude towards mathematics courses. There is no gender variation in attitude of students learning mathematics between girls and boys. Therefore, attitude towards mathematics are less likely to be influenced by gender of students, castes and educational status of parents. Many students can be attracted towards mathematics field of study by providing information and counseling about academic opportunity for mathematics in higher education.

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Abylkassymova, Alma, Akhan Mubarakov, Zhazira Yerkisheva, Zhannur Turganbayeva, and Zhomart Baysalov. "Assessment of Financial Literacy Formation Methods in Mathematics Education: Financial Computation." International Journal of Emerging Technologies in Learning (iJET) 15, no. 16 (August 28, 2020): 49. http://dx.doi.org/10.3991/ijet.v15i16.14587.

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Abstract— Learning the basics of financial computation to improve financial literacy of students in school mathematics is not enough to deepen modern eco-nomic knowledge and its correct application in life practice, which requires a more comprehensive view of the process of teaching mathematics. The purpose of the research – to prepare a teaching guide during the process of studying math-ematics in high school on the formation of financial literacy skills. Research methods - expertise and pedagogical experiment, theoretical, methodical and mathematical analysis of educational and methodical complexes and manuals, textbooks used in schools of the country, scientific and theoretical problems, philosophical, psychological and pedagogical, methodical and mathematical litera-ture aimed at teaching the basics of financial literacy in mathematics classes. Re-sults - methods of teaching the basics of financial statements in mathematics les-sons in high school will increase not only students' knowledge of mathematics, but also the level of knowledge about financial calculations and their interest in learning and their ability to read, the quality of knowledge acquisition and their ability to increase their financial literacy. The results of the study can be used to train future mathematics teachers in secondary schools and higher education institutions, to improve the teaching content and methodology of mathematics, and to improve the professional development of teachers.

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Staats, Susan, and Lori Laster. "Extending Universal Design for Learning through Concurrent Enrollment: Algebra Teachers’ Perspectives." Education Sciences 8, no. 4 (September 21, 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 in our state of Minnesota, U.S.A. This paper presents a qualitative analysis of secondary school teachers’ experiences implementing the inquiry pedagogy and the equity goals of the course. Several results are important for UDL. Teachers (1) describe equity in social terms of race, ethnicity, income, immigration, and language status in addition to measures of academic success; (2) perceive improvements in students’ attitudes towards mathematics, school, and university education; (3) perceive student academic growth through mathematical writing; and (4) report close relationships with students. If higher education faculty design their on-campus classes to incorporate UDL principles, concurrent enrollment offers the potential to improve inclusive pathways from secondary schools to universities.

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Kashif, Najam ul, Musarrat Jahan, Samina Ashraf, and Muhammad Latif Javed. "Mathematica: Teaching Learning Process at Secondary School Level in Punjab." Review of Education, Administration & LAW 4, no. 4 (December 31, 2021): 775–81. http://dx.doi.org/10.47067/real.v4i4.196.

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Technology becomes an integral part of academia. Computer or technology is rooted out from Mathematics. When it is said that 21st century is the century of technology, then how the field of education is remained away from technology. Modern science labs are technology oriented and in such a way the subject of Mathematics is also shifted on technology. Mathematics is not an integral part of daily routine life as well as playing a key role in the progress of science and technology. In the teaching learning process, technology-based teaching is the modern mode of teaching. Keeping in mind the same scenario, current study was conducted to highlight the concept of Mathematica (Mathematics and Information Technology) in the teaching learning process at secondary school level in Punjab province. Study aimed at to observe the technology role on the mathematics’ teaching at secondary school level. The study was quantitative by nature and descriptive approach was adopted. Self-developed questionnaire was applied as a research tool to get the data from the target sample through survey technique. Total targeted sample was 60 teachers who are teaching Mathematics at secondary school level and their 200 students. Findings of the study revealed that technology usage in the teaching learning process of mathematics enhance the understanding of the mathematical concepts many times.

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Carcoba Falomir, Gloria A. "Diagramming and Algebraic Word Problem Solving for Secondary Students With Learning Disabilities." Intervention in School and Clinic 54, no. 4 (July 2, 2018): 212–18. http://dx.doi.org/10.1177/1053451218782422.

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Algebra is considered an important high school course because it is recognized as the gateway to higher mathematics, college opportunities, and well-paying jobs. In the United States, most secondary schools require students to be proficient in algebra to be able to graduate from high school. One major component of algebra is word problem solving, which is used in algebra courses to teach students mathematical modeling and applied problem-solving skills. However, word problem solving is often a significantly challenging area for students with learning disabilities because it involves computing mathematical equations and implementing a myriad of cognitive processes that require conceptual knowledge. Diagrams are considered an effective and powerful visualization strategy because they help students see the hidden mathematical structure of the problem. The use of diagrams is recommended as students work toward more complex math concepts in middle school and high school.

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Trujillo-Torres, Juan-Manuel, Hassan Hossein-Mohand, Melchor Gómez-García, Hossein Hossein-Mohand, and Francisco-Javier Hinojo-Lucena. "Estimating the Academic Performance of Secondary Education Mathematics Students: A Gain Lift Predictive Model." Mathematics 8, no. 12 (November 24, 2020): 2101. http://dx.doi.org/10.3390/math8122101.

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Several socioeconomic, environmental, ethnic, family, and educational factors influence an individual’s academic performance and can determine their school performance in mathematics. Mathematical competence is one of the skills that allow students to build visions of the future from performance in the present. However, the perception that students have of mathematics, in addition to the teacher–student relationship, the classroom, gender, teaching–learning, and motivation are crucial factors for achieving an optimal academic performance and preventing school failure. The aim of the present study was: (1) to examine which variables of the dimensions “Learning Mathematics” and “School Environment” significantly contribute to the marks in the second quarter and quantify their relative importance; (2) to determine the optimal algorithm model for predicting the maximum gain in students’ marks in the second quarter and quantifying it; and (3) to analyze the maximum gain in terms of gender. A total of 2018 high school students in Melilla were included in this cross-sectional study. Mathematical learning and the school environment were assessed using a validated 14-item questionnaire. Gain lift was employed to quantify the improvement in students’ performance. The role of the classroom and teacher–student relationship had a greater influence on mathematics scores than affinity indicators, teaching, study time, teaching resources used, study aids, and motivation.

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Reys, Barbara J., and Robert E. Reys. "Recruiting Mathematics Teachers: Strategies to Consider." Mathematics Teacher 97, no. 2 (February 2004): 92–95. http://dx.doi.org/10.5951/mt.97.2.0092.

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The federal No Child Left Behind Act (Public Law 107-110, HR 1, 2001) calls for all teachers in schools receiving federal funds to be “highly qualified.” That is, they must hold a bachelor's degree, demonstrate competence in the subject matter that they teach, and have full state teacher certification—their certification requirements cannot be waived nor can they have an “emergency, provisional, or temporary” certificate. These requirements are mandatory by the 2005–2006 school year. However, a serious shortage of mathematics teachers continues to exist in middle and secondary schools. For example, the Missouri Department of Elementary and Secondary Education reported that during the past fifteen years, an average of fewer than 200 mathematics teaching certificates (middle school and secondary) were issued annually by thirty-four different colleges and universities in the state. This average is far short of the more than 400 job listings that Missouri school districts annually post for middle school and secondary mathematics teachers.

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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. The research mentioned in the article shows that the quality of teacher’s work is more important than the number of pupils in the class. It is noted that the appropriate choice of teaching methodology can improve the pupils’ knowledge under the conditions of limited resources of municipal general school. The term «differentiated education» means personally oriented approach which is based on the knowledge of each pupil’s personality and takes into consideration his or her individual features. The necessity of such approach is caused by the individual differences between pupils. The aim of the described methodology is to educate each of pupils according to the maximum level of his or her opportunities. The article suggests the option of individual education which provides the use of «intermediate» variant based on the division of pupils in the class in groups according to their abilities of learning new information. The realization of the proposed personally-oriented approach does not contradict to the main goal of the general education, which is to make every pupil learn the basic knowledge and skills of every subject and does not demand the school for additional resources. The article describes key stages of the realization of the proposed methodology such as the explanation of new information, the current theme tasks solving, daily monitoring and control. The description of the methodology is based on the personal practical experience of using this approach under the conditions of class-lesson’s system used in general school.

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Muhammad Amjad Javaid and Dr. Muhammad Hameed Nawaz. "Impact of Affective use of ICT in Teaching Mathematics at Secondary Level." sjesr 5, no. 4 (November 28, 2022): 40–46. http://dx.doi.org/10.36902/sjesr-vol5-iss4-2022(40-46).

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The government of Punjab Pakistan is taking steps to keep up the quality of education particularly at school level. There are three steps in school education in Punjab. First is Primary second is elementary and third is high school education of secondary level education. Initially government has taken steps for provision of information communication technology to its secondary level education. Almost all high schools of the government of Punjab have now been ornamented with IT labs. Most of which have smart board facility and Tabs for transmission of information. The government is working on regular basis on the task to provide numerous schemes of information communication technologies to schools particularly at secondary level. However proper teaching of every subject specially mathematics through information communication technologies is still lacking in the country especially in Punjab. Through this paper we have indicated some aspects through which we are able to decrease rote habits through Information Communication Technology. The IT Labs in the schools of Punjab is not being used by the teachers of the other subjects. So, there is very least use of IT Labs in teaching process of the other subjects in the secondary school. This paper presents the need of using ICT in other subjects especially in mathematics to build up the confidence in the teachers using ICT in teaching of mathematics. Some sort of lacking of time to the teachers in the classroom is also a base of poor teaching. Giving access to IT labs and their use to the non-IT teachers as well can be helpful in achieving the quality education at High school level. The conclusion of this paper drawn from collected data and after statistical analysis of it, suggestions have been indicated to keep up the concept building approach of mathematics students through ICT in Punjab through district Gujranwala.

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Osafehinti, I. O. "Opportunity-to-learn and achievement in secondary school mathematics." Studies in Educational Evaluation 13, no. 2 (January 1987): 193–97. http://dx.doi.org/10.1016/s0191-491x(87)80033-0.

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Abdullahi, Umar, and Musa Sirajo. "Effect of Resource Factors and Quality of Instruction on Performance in Mathematics of Nigeria Secondary School Students." Journal of Mathematics Education 5, no. 1 (July 1, 2020): 61–69. http://dx.doi.org/10.31327/jme.v5i1.1200.

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It seems that educational system in Nigeria has undergone only quantitative improvement in terms of number of schools and students’ enrolment. However, there has been little effort in respect to the capacity to manage them through provisions of adequate financial, human, material and physical resources. Physical and material resources in secondary schools were discovered to be inadequate and poorly equipped. Some of the secondary school buildings were dilapidated, also the allocated financial resource, teaching and non-teaching staff are grossly inadequate compared with the students’ enrolment. The public, the Ministry of Education and other stakeholders in education are expressing serious concern about the consistency of the poor performance of secondary school students especially in mathematics. Increase in population and the government’s free education programs make people want to take advantage of the education provided. Provision of both professionally qualified and non-qualified teachers by government and non-state providers of education also appear not to ameliorate the problem of declining performances in mathematics. The effect of all these on the public secondary school student academic performance in mathematics concern the researchers of this study. It is against this background that the study sought to empirically investigates effect of resource factors and quality of instruction on performance in mathematics of Nigeria secondary school students.

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Ma, Xin. "Understanding the Relationship between Mathematics and Science Coursework Patterns." Teachers College Record: The Voice of Scholarship in Education 111, no. 9 (September 2009): 2101–26. http://dx.doi.org/10.1177/016146810911100908.

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Background/Context There has been little research on the relationship between mathematics and science coursework in secondary school. Purpose of Study The present analysis explored the patterns of science course-taking in relation to the patterns of mathematics course-taking among high school graduates. Research Design Using data from the 2000 High School Transcript Study (N = 20,368), secondary analysis was performed in the form of multilevel models with students nested within schools to document a strong relationship between mathematics and science course-work patterns. Findings/Results Results highlighted that (1) taking more courses in advanced mathematics was related to taking more courses in advanced science (this relationship remained strong even after adjustment for student-level and school-level variables); (2) the more courses that students took in advanced mathematics, the more likely it was that student and school characteristics would join in to select students into taking more courses in advanced science; (3) many high school graduates complied with graduation requirements by taking limited non-advanced mathematics and science coursework during high school; and (4) mathematics coursework was necessary but insufficient to promote advanced science coursework. Conclusions/Recommendations State governments are encouraged to prescribe not only the number but also the content of mathematics and science courses required for high school graduation. School personnel such as career counselors are encouraged to help promote better coursework of students in mathematics and science.

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Tortoriello, F. S., and I. Veronesi. ""Historical Path in Mathematical Games": A Didactic Laboratory Activity Dedicated to Upper Secondary School Students." Journal of Systemics, Cybernetics and Informatics 19, no. 8 (December 2021): 128–38. http://dx.doi.org/10.54808/jsci.19.08.128.

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In this work we intend to share an educational path on mathematical games developed in the last classes of the high schools that participate to the research-project Mathematical High School Project, a project elaborated by the research group in mathematics education of the Department of Mathematics of the University of Salerno (Italy) and dedicated to scientific high school students. The "Historical path in mathematical games" is a didactic laboratory activity dedicated to students of the last year of scientific high schools. The researchers collaborated with the teachers of the schools and carried out an interdisciplinary path on puzzles and logic games invented or reworked by important mathematicians of the last two centuries. Through these themes that were scientific, historical, artistic, musical, literary ones, connections have been created thank to the presentation of texts, images, paintings, drawings, musical and literary pieces.

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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 (April 15, 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 applied nature of education. This poses new challenges for the professional educational to improve education. The applied orientation of the school course of mathematics is carried out in order to improve the quality of mathematical education of student’s, the application of their mathematical knowledge to solve problems of daily practice and further professional activities. The article is devoted to the peculiarities and importance of integrated classes ‘Mathematics and Chemistry’ for obtaining professional skills in secondary vocational education. Experimental work has yielded positive results. The significance of the research: the materials of the article can be useful for school teachers of mathematics.

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Verschaffel, Lieven, Fien Depaepe, and Zemira Mevarech. "Learning Mathematics in Metacognitively Oriented ICT-Based Learning Environments: A Systematic Review of the Literature." Education Research International 2019 (September 16, 2019): 1–19. http://dx.doi.org/10.1155/2019/3402035.

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This article encompasses a systematic review of the research on ICT-based learning environments for metacognitively oriented K-12 mathematics education. This review begins with a brief overview of the research on metacognition and mathematics education and on ICT and mathematics education. Based on a systematic screening of the databases Web of Science and ERIC wherein three elements—ICT-based learning environments, metacognitive pedagogies, and mathematics—are combined, 22 articles/studies were retrieved, situated at various educational levels (kindergarten, elementary school, and secondary school). This review revealed a variety of studies, particularly intervention studies, situated in elementary and secondary schools. Most studies involved drill-and-practice software, intelligent tutoring systems, serious games, multimedia environments, and computer-supported collaborative learning environments, with metacognitive pedagogies either integrated into the ICT software itself or provided externally by the teacher, mainly for arithmetic or algebraic word problem-solving but also related to other mathematical topics. All studies reported positive effects on mathematical and/or metacognitive learning outcomes. This review ends with a discussion of issues for further theoretical reflection and empirical research.

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Saka, Owodunni Adewale. "Can Teacher Collaboration Improve Students’ Academic Achievement in Junior Secondary Mathematics?" Asian Journal of University Education 17, no. 1 (March 8, 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. Mathematics Achievement Test (MAT), a researcher-developed instrument with reliability coefficient of 0.86 was used to collect data. The collected data were analyzed using both descriptive and inferential statistics. The results indicated significant difference in the effect of teachers’ group (collaboration and isolation) on students’ achievement in mathematics. Also, the study found no significant effect of students’ age on academic achievement in Mathematics. Additionally, the finding revealed no significant interaction effect of teachers’ group and students’ age on academic achievement in Mathematics. Based on the findings, the study recommended among other that government should restructure the school hours to cater for teacher collaboration activities and that workshops should be organised for teachers on the importance of teacher collaboration as a means of professional development.

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Schell-Straub, Sigrid. "Mathematics Education Meets Development Education: The Competency 'Mathematical Modelling' combined with Global Skills and Competencies in a Secondary School Project in Germany." International Journal of Development Education and Global Learning 5, no. 1 (January 1, 2013): 7–31. http://dx.doi.org/10.18546/ijdegl.05.1.02.

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This article describes a scientific and practical journey through the worlds of mathematics education and development education/global education. It explores one link in detail: critical mathematics education and the competency 'mathematical modelling' in theory and practice. It describes a case study of a secondary school in Baden-Württemberg, Germany, based on a model of critical research. A central theme is the value of a holistic, self-organized learning process in which global and mathematical competencies and skills are combined. The research identifies the value such a process provides in helping students understand their role in a global society, including recommendations for schools, policy, and research.

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Atiqoh, Khamida Siti Nur, and M. Hafiz. "Koneksi Analisis Riil dan Matematika Sekolah: Identifikasi pada Mahasiswa Calon Guru Matematika." Euler : Jurnal Ilmiah Matematika, Sains dan Teknologi 10, no. 2 (October 20, 2022): 140–52. http://dx.doi.org/10.34312/euler.v10i2.16233.

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There is a significant gap between secondary school mathematics and university mathematics courses. This study aims to identify how mathematics education students understand the connection between topics in Real Analysis and school mathematics content. The research method used in this study is a qualitative descriptive method with the research subjects being students who are pre-service mathematics teachers who are taking the Real Analysis course. Data analysis was carried out in 3 stages, namely: data condensation (data reduction), data presentation, and drawing conclusions. Concept-by-concept connections between Real Analysis topics and mathematics in secondary schools are categorized based on Suominen's categorization of mathematical connections. The research findings reveal that pre-service teachers have limitations in identifying the connections between Real Analysis and school mathematics topics. The connections that students identified were limited to general ideas. It is necessary to prepare a structured learning method in the Real Analysis course that can facilitate the gap between university mathematics and school mathematics.

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Valina, S. L., Irina E. Shtina, L. V. Osheva, O. Yu Ustinova, and D. A. Eisfeld. "HYGIENIC ASSESSMENT OF THE EDUCATIONAL PROCESS IN SCHOOLS WITH DIFFERENT EDUCATIONAL PROGRAMS." Hygiene and sanitation 98, no. 2 (April 29, 2019): 166–70. http://dx.doi.org/10.18821/0016-9900-2019-98-2-166-170.

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Introduction. The modern educational process is characterized by an increase in the educational load, the use of teaching aids, which are not provided for in the regulatory and methodological documents. Violation of the hygienic principles of organizing the education of children at school is the basis for the development of somatic pathology. The aim of the study: hygienic assessment of the educational process in schools with various training programs. Materials and methods. The subject of the research is the organization of the educational process of the first, second and third levels of education in schools with in-depth study of the subjects of the physical and mathematical cycle (Secondary School of Physics and Mathematics) and a typical Secondary School. The questionnaire contained questions for the evaluation of the educational process on the factors “Complexity”, “Time”, “Additional load”. A comparative assessment of the compliance of the educational process in the secondary school of the FMC and the secondary school with the requirements of Sanitary Regulations and Norms (SanPiN) 2.4.2.2821-10 was carried out. Results. In secondary school of Physics and Mathematics, the intensity index of the load by the factor “Difficulty” was 1.8 times more and the ration of students with a high intensity of the educational process by the factor “Time” exceeded by 3 times if compared to the secondary school, and. Every fourth school student of specialized classes attended 2-3 additional education institutions. The shortage of training rooms reached 32%. Established violations in the organization of changes and breaks between shifts, load distribution during the week. The total weekly educational load at the first level of education exceeded the standard values by 20%. The total weekly workload during training at the second and third levels of education in secondary school Physics and Mathematics exceeded indices of secondary school by 1.3-1.4 times. Discussion. When introducing new specialized programs, the actual organization of the educational process does not meet sanitary requirements, which can lead to fatigue and the development of profound and lasting changes in the body of schoolchildren. Conclusion. In the school with in-depth study of subjects, the educational process is more intense. As part of the control and supervision activities in general education organizations of the innovative type, it is necessary to pay special attention to meeting the requirements of section X of Sanitary Regulations and Norms (SanPiN 2.4.2.2821-10).

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Šorgo, Andrej. "Connecting Biology and Mathematics: First Prepare the Teachers." CBE—Life Sciences Education 9, no. 3 (September 2010): 196–200. http://dx.doi.org/10.1187/cbe.10-03-0014.

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Developing the connection between biology and mathematics is one of the most important ways to shift the paradigms of both established science disciplines. However, adding some mathematic content to biology or biology content to mathematics is not enough but must be accompanied by development of suitable pedagogical models. I propose a model of pedagogical mathematical biological content knowledge as a feasible starting point for connecting biology and mathematics in schools and universities. The process of connecting these disciplines should start as early as possible in the educational process, in order to produce prepared minds that will be able to combine both disciplines at graduate and postgraduate levels of study. Because teachers are a crucial factor in introducing innovations in education, the first step toward such a goal should be the education of prospective and practicing elementary and secondary school teachers.

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Lee, Valerie E., Robert G. Croninger, and Julia B. Smith. "Course-Taking, Equity, and Mathematics Learning: Testing the Constrained Curriculum Hypothesis in U.S. Secondary Schools." Educational Evaluation and Policy Analysis 19, no. 2 (June 1997): 99–121. http://dx.doi.org/10.3102/01623737019002099.

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This study investigated how the organization of the mathematics curriculum in U.S. high schools affects how much students learn in that subject. The study used data on the background and academic proficiency of 3,056 high school seniors in 123 public high schools from the 1990 National Assessment of Educational Progress (NAEP) in mathematics. These data were linked with information from students’ high school transcripts and with information from their high schools about courses offered during that period. To accommodate the nested structure of the data and research questions, we used Hierarchical Linear Modeling (HLM) methods, including a subroutine (HLM2PV) that simplifies the proper use of multiple plausible values estimates for NAEP proficiency scores. Results provide support for our hypothesis about curriculum constraint: Students learn more in schools that offer them a narrow curriculum composed mostly of academic courses. Difficulties in conducting school effects studies using NAEP proficiency score outcomes, particularly the procedures for estimating plausible values, are discussed.

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Dong, Wang. "On mathematics teaching and quality education in secondary health school." Theoretical Mathematics Study 1, no. 2 (2019): 62–67. http://dx.doi.org/10.35534/tms.0102010c.

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Caldwell, Janet H., and Gerald A. Goldin. "Variables Affecting Word Problem Difficulty in Secondary School Mathematics." Journal for Research in Mathematics Education 18, no. 3 (May 1987): 187–96. http://dx.doi.org/10.5951/jresematheduc.18.3.0187.

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The relative difficulties of concrete versus abstract and factual versus hypothetical verbal problems in mathematics were compared for secondary school students, extending previously reported results for elementary school students. Concrete problems were significantly less difficult than abstract problems (p<.01) at both the junior and senior high school levels, as previously observed at the elementary school level, but the differences became smaller in magnitude with increasing grade level. Factual problems were significantly less difficult than hypothetical problems (p<.01) at both the junior and senior high school levels, in contrast to the elementary school results. There was an interaction between the two experimental factors.

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Asadullah, Sheikh. "Effects of Teacher Training on Secondary Teachers’ Mathematical Content Knowledge in Dhaka, Bangladesh." International Journal of Innovation and Economic Development 2, no. 5 (2015): 40–55. http://dx.doi.org/10.18775/ijied.1849-7551-7020.2015.25.2005.

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In Bangladesh, there are improvements in secondary education by quantitative indicators but the satisfactory picture is remained far from the quality. The gross deficiency in teaching includes one of the main reasons for poor quality of secondary education. There are higher failure rates in Mathematics subject in Secondary School Certificate examination in the last consecutive years. An extensive review of research has shown that teachers account to a large extent for student learning and achievement gains. For secondary teacher education in Bangladesh, there is a one-year long training program named as Bachelor of Education (B.Ed.). Therefore, the study sought to find out the effectiveness of B.Ed. training program on mathematics teachers’ content knowledge as a mean of improving secondary school mathematics in Bangladesh. The study was conducted among 38 mathematics teachers (trained and untrained) selected from 16 secondary schools of Dhaka city using survey method. Teacher’s content knowledge was measured through an assessment test and classroom teaching observation. The study found that though the B.Ed. trained mathematics teachers (96.3%) possess better content knowledge than their counterpart (91.7%) but no relationship between teachers’ personal characteristics and their content knowledge in mathematics. This is the first study to investigate the effectiveness of secondary teacher education program within Bangladesh. It contributes important insights about secondary teacher education that can be used to inform the professional development of the secondary school mathematics teachers in Bangladesh.

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Sosa-Moguel, Landy Elena, and Eddie Aparicio-Landa. "SECONDARY SCHOOL MATHEMATICS TEACHERS’ PERCEPTIONS ABOUT INDUCTIVE REASONING AND THEIR INTERPRETATION IN TEACHING." Journal on Mathematics Education 12, no. 2 (April 9, 2021): 239–56. http://dx.doi.org/10.22342/jme.12.2.12863.239-256.

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Inductive reasoning is an essential tool for teaching mathematics to generate knowledge, solve problems, and make generalizations. However, little research has been done on inductive reasoning as it applies to teaching mathematical concepts in secondary school. Therefore, the study explores secondary school teachers’ perceptions of inductive reasoning and interprets this mathematical reasoning type in teaching the quadratic equation. The data were collected from a questionnaire administered to 22 teachers and an interview conducted to expand their answers. Through the thematic analysis method, it was found that more than half the teachers perceived inductive reasoning as a process for moving from the particular to the general and as a way to acquire mathematical knowledge through questioning. Because teachers have little clarity about inductive phases and processes, they expressed confusion about teaching the quadratic equation inductively. Results indicate that secondary school teachers need professional learning experiences geared towards using inductive reasoning processes and tasks to form concepts and generalizations in mathematics.

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Llanos, Viviana Carolina, and María Rita Otero. "THE RESEARCH AND STUDY PATHS IN THE SECONDARY SCHOOL: THE CASE OF THE POLYNOMIAL FUNCTIONS OF THE SECOND DEGREE." Problems of Education in the 21st Century 52, no. 1 (March 20, 2013): 60–71. http://dx.doi.org/10.33225/pec/13.52.60.

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This analysis introduces the pedagogy of research and questioning the world within the Math classrooms at secondary schools in Argentina by using Research and Study Paths (RSP). The RSP have been proposed by Chevallard in the Anthropologic Theory of Didactic (ATD) to face the mechanistic model of teaching mathematics in secondary school (Chevallard, 2004). The RSP has been previously conceived as part of this research and could enable to cover the syllabus of the three last years of the secondary level (students aged 14 to 18 years old). The RSP has been carried out in courses intentionally selected by the researcher. Two implementations have been performed once a year during three years; with 163 students participating in the whole research. The results of introducing RSP into the classroom, the characteristics of the Mathematical Organization (MO) and the advantages and disadvantages of teaching mathematics based on the pedagogy of research and questioning the world are described in the present work. Key words: functions, pedagogy of research and questioning the world, polynomial functions of second degree, research and study paths, secondary school.

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Palic, Ahmed, and Tarik Bazdalic. "ADDITIONAL EXTRACURRICULAR TEACHING OF MATHEMATICS." Journal Human Research in Rehabilitation 11, no. 1 (April 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, analyze and present the representation of extracurricular supplementary teaching in mathematics in secondary (high school) education depending on gender, grade, socio-economic status of the family and grade point average in the past school year

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Voit, Wolfgang, and Arne C. Bathke. "Statistics and Probability at Secondary Schools in the Federal State of Salzburg: An Empirical Study." Austrian Journal of Statistics 44, no. 1 (December 11, 2014): 17–24. http://dx.doi.org/10.17713/ajs.v44i1.12.

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Knowledge about the practical use of statistics and probability in today's mathematics instruction at secondary schools is vital in order to improve the academic education for future teachers. We have conducted an empirical study among school teachers to inform towards improved mathematics instruction and teacher preparation. The study provides a snapshot into the daily practice of instruction at school. Centered around the four following questions, the status of statistics and probability was examined. Where did the current mathematics teachers study? What relevance do statistics and probability have in school? Which contents are actually taught in class? What kind of continuing education would be desirable for teachers? The study population consisted of all teachers of mathematics at secondary schools in the federal state of Salzburg.

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Guillemette, David. "History of mathematics in secondary school teachers’ training: towards a nonviolent mathematics education." Educational Studies in Mathematics 96, no. 3 (June 23, 2017): 349–65. http://dx.doi.org/10.1007/s10649-017-9774-3.

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Luk, Hing Sun. "The gap between secondary school and university mathematics." International Journal of Mathematical Education in Science and Technology 36, no. 2-3 (March 15, 2005): 161–74. http://dx.doi.org/10.1080/00207390412331316988.

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Goos, Merrilyn. "Knowledge for teaching secondary school mathematics: what counts?" International Journal of Mathematical Education in Science and Technology 44, no. 7 (August 28, 2013): 972–83. http://dx.doi.org/10.1080/0020739x.2013.826387.

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Surya, P., and S. Mahendran. "ADJUSTMENT PROBLEM AND ITS IMPACT ON ACHIEVEMENT IN MATHEMATICS AMONG SECONDARY SCHOOL STUDENTS." International Journal of Research -GRANTHAALAYAH 5, no. 7 (July 31, 2017): 603–7. http://dx.doi.org/10.29121/granthaalayah.v5.i7.2017.2169.

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Adjustment problem has impacted on student activities, behavior, health and education in general. The study aimed to examine the adjustment problem and its impact on achievement in mathematics among secondary school students. The investigator adopted survey method to study the impact of adjustment problem and its impact on achievement in mathematics among secondary school students. For this study a sample of 300 secondary school students from four Govt and Private schools which are situated in Dindigul district in Tamil Nadu were selected by the investigator using simple random sampling technique. The findings reveal that there is significant mean score difference in adjustment problems and its impact on academic achievement in mathematics among secondary school students.

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Journal articles on the topic 'Secondary school mathematics education'

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