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A recent analysis of high school transcript data gives further reason for concern about insufficient coursework in mathematics and science among American high school students. For example, only 46 percent of the graduates in 1982 took 3 or more years of mathematics and only 30 percent took 3 or more years of science. Furthermore, the percentages of students who took high-level courses in either of these fields were generally small. These and other findings are based on an analysis of over 12,000 transcripts from a sample of 1982 high school graduates. The transcripts were collected as part of High School and Beyond (HS&B), a national longitudinal study of high school sophomores and seniors of 1980, sponsored by the National Center for Education Statistics. The analysis produced four statistics: the average number of years of science and mathematics; the percentages of students who had taken 3 or more years each of science and mathematics; the percentages of students who had earned credits in specific science and mathematics courses; and student attitudes toward mathematics. All statistics were computed for the total sample of 1982 high school graduates and for subgroups defined by sex, race/ethnicity, high school program, socioeconomic status, school type, educational aspiration, and geographic region. Major findings are summarized and discussed in the text while detailed statistics for subgroups are presented in the appendix. Readers should note that this analysis reviewed only the "quantity" of courses taken in high school; there was no measure of the "quality" of these courses.

This paper presents the findings of a quasi-experimental with pre-test-post-test design and control group that aims to assess students' critical mathematical thinking skills and character through realistic mathematics education (RME) culture-based. Subjects of this study were 106 junior high school students from two low and medium schools level in Ambon. The instruments of the study are: students' early math skills test, critical thinking skills mathematical test and perception scale of students'character. Data was analyzed by using t-test and ANOVA. The study found that: 1) Achievements and enhancement of students' critical mathematical thinking skills who were treated with by realistic mathematics education is better then students' skills were treated by conventional mathematics education. The differences are considered to: a) overall students, b) the level of early math skills, and c) schools' level; 2) Quality of students' character who were treated by realistic mathematics education is better then students' character who were treated by conventional mathematics education The differences are considered to: a) overall students, b) the level of early math skills, and c) schools' level.

This is volume two of a three-volume set for teachers using SMSG junior high school text materials. Each unit contains a commentary on the text, answers to all the exercises, a copy of the questionnaire used for evaluating the material, and a summary of comments by the teachers using the text. Unit topics include: (1) non-metric geometry; (2) informal geometry; and (3) measurement and approximation. (MP)

This book contains the eighth and ninth chapters of a pilot mathematics sequence for the seventh and eighth grades. The content of the sequence is to serve as a vehicle for the development of relevant computational skills, mathematical reasoning, and geometric perception in three dimensions and is to reflect the application of mathematics to the social and natural sciences. The material is divided into five types of sections: (1) activities; (2) short reading sections; (3) questions; (4) sections for the student with a weaker background; and (5) sections for the strongly motivated student. The material in chapters eight and nine includes indirect measurements and sampling. (MN)

This is a supplementary SMSG mathematics text for junior high school students. Key ideas emphasized are structure of arithmetic from an algebraic viewpoint, the real number system as a progressing development, and metric and non-metric relations in geometry. Chapter topics include sets, projective geometry, open and closed paths, finite differences, and formulas. (MP)

This is part one of a two-part SMSG mathematics text for junior high school students. Key ideas emphasized are structure of arithmetic from an algebraic viewpoint, the real number system as a progressing development, and metric and non-metric relations in geometry. Chapter topics include number line and coordinates, equations, scientific notation, applications of percent, and congruence and the Pythagorean property. (RH)

This is the student text for part one of a three-part SMSG algebra course for high school students. The principal objective of the text is to help the student develop an understanding and appreciation of some of the algebraic structure as a basis for the techniques of algebra. Chapter topics include congruence; numbers and variables; operations; real numbers; and properties of addition, multiplication, and division. (RH)

This fourth unit in the SMSG junior high mathematics series is the teacher's commentary for Unit 2. A time allotment for each of the chapters in Unit 2 is suggested. Then, for each of the chapters in Unit 2, the objectives for that chapter are specified, the mathematics is discussed, some teaching suggestions are provided, the answers to exercises are listed, and sample test questions for that chapter are suggested. (DT)

This seventh unit in the SMSG junior high mathematics series is the teacher's commentary for Unit 5. A time allotment for each of the chapters in Unit 5 is suggested. Then, for each of the chapters in Unit 5, the objectives for that chapter are specified, the mathematics is discussed, some teaching suggestions are provided, the answers to exercises are listed, and sample test questions for that chapter are suggested. (DT)

This sixth unit in the SMSG junior high mathematics series is a student text covering the following topics: permutations and selections; probability; similar triangles and variation; non-metric geometry; volumes and surface areas; the sphere; and unsolved problems in mathematics. (DT)

Thesis (PH. D.) Columbia University, 1921

Includes index

Thesis (M.A.)--Boston University, 1938

This is a supplementary unit to Mathematics for High School, Intermediate Mathematics, Part 1. In this publication, real numbers and rules for operating them are examined. The study begins by examining whole numbers and some of the properties of addition and multiplication of whole numbers. Most of the basic rules for algebra are developed from these properties. Included are background information, discussion of topics, exercises and student activities, and answers to exercises and activities. (RH)

This is part one of a two-part SMSG mathematics text for junior high school students. Key ideas emphasized are structure of arithmetic from an algebraic viewpoint, the real number system as a progressing development, and metric and non-metric relations in geometry. Chapter topics include number line and coordinates, equations, scientific notation, applications of percent, and congruence and the Pythagorean property. Slight revisions are contained in a later edition. (MP)

This is part one of a two-part SMSG mathematics text for junior high school students. Key ideas emphasized are structure of arithmetic from an algebraic viewpoint, the real number system as a progressing development, and metric and non-metric relations in geometry. Chapter topics include number line and coordinates, equations, scientific notation, applications of percent, and congruence and the Pythagorean property. Slight revisions are contained in a later edition. (MP)

This is part one of a two-part SMSG mathematics text for junior high school students. Key ideas emphasized are structure of arithmetic from an algebraic viewpoint, the real number system as a progressing development, and metric and non-metric relations in geometry. Chapter topics include number line and coordinates, equations, scientific notation, applications of percent, and congruence and the Pythagorean property. Slight revisions are contained in a later edition. (MP)

This is part one of a two-part SMSG mathematics text for junior high school students. Key ideas emphasized are structure of arithmetic from an algebraic viewpoint, the real number system as a progressing development, and metric and non-metric relations in geometry. Chapter topics include number line and coordinates, equations, scientific notation, applications of percent, and congruence and the Pythagorean property. Slight revisions are contained in a later edition. (MP)

This is part one of a two-part SMSG mathematics text for junior high school students. Key ideas emphasized are structure of arithmetic from an algebraic viewpoint, the real number system as a progressing development, and metric and non-metric relations in geometry. Chapter topics include number line and coordinates, equations, scientific notation, applications of percent, and congruence and the Pythagorean property. Slight revisions are contained in a later edition. (MP)

"MATHEMATICS FOR THE JUNIOR HIGH SCHOOL" is an article from The Mathematics Teacher, Volume 9 . View more articles from The Mathematics Teacher . View this article on JSTOR . View this article's JSTOR metadata . You may also retrieve all of this items metadata in JSON at the following URL: https://archive.org/metadata/jstor-27950025

The purpose of this study was to determine students' perspectives about productive peer culture (PPC) in general and for mathematics learning. The urban and rural high school students in this study have participated for at least one year in either an Algebra Project Cohort Model (APCM) for daily mathematics instruction and/or worked as mathematics literacy workers. These initiatives immersed students in mathematics thinking and learning cultures. This study used qualitative methods to interpret students' perspectives about PPC. The findings, informed by students' perspectives, determined that a productive peer culture for mathematics learning required collaboration, communication, positive dispositions, deep thinking, and peer support. One implication of this study is that education stakeholders may gain insights for changing student behaviors for learning. A second implication is that APCM and mathematics literacy work may be viable pathways for transforming high school mathematics culture for learning that prepares students for the knowledge work required for the 21st century

This book contains the fifth and sixth chapters of the second course of a pilot mathematics sequence for the seventh and eighth grades. The content of the sequence is to serve as a vehicle for the development of relevant computational skills, mathematical reasoning, and geometric perception in three dimensions and is to reflect the application of mathematics to the social and natural sciences. The material is divided into five types of sections: (1) activities; (2) short reading sections; (3) questions; (4) sections for the student with a weaker background; and (5) sections for the strongly motivated student. The material in the fifth and sixth chapters of the second course include: measurement, scientific notation, and variables and functions. (MN)

Traditionally, vocational mathematics and precollege mathematics have been separate in schools. This book illuminates the interplay between technical and academic mathematics. This collection of essays by mathematicians, educators, and other experts is enhanced with illustrative tasks from workplace and everyday contexts that suggest ways to strengthen high school mathematics education. Chapters include: (1) "Mathematics as a Gateway to Student Success" (Dale Parnell); (2) "Market Launch" (Rol Fessenden); (3) "Integrating Vocational and Academic Education" (Thomas Bailey); (4) "The Importance of Workplace and Everyday Mathematics" (Jean E. Taylor); (5) "Working with Algebra" (Daniel Chazan and Sandra Callis Bethell); (6) "Science and Mathematics Education: Finding Common Ground" (Jane Butler Kahle); (7) "SCANS and Mathematics--Supporting the Transition from Schools to Careers" (Arnold Packer); (8) "Thinking about the SAT" (William Linder-Scholer); (9) "Extended Response Tasks in International Contexts" (John Dossey); (10) "Fitting Tasks to Curriculum" (Zalman Usiskin); (11) "Mathematics as a Way of Thinking about Things" (Albert A. Cuoco); (12) "Preparing Students for Postsecondary Education" (Harvey B. Keynes); (13) "Pedagogical Implications for Problem-Centered Teaching" (Glenda T. Lappan); (14) "The Role of Complex Mathematical Tasks in Teacher Education" (Gilbert J. Cuevas); and (15) "Assessment Conversations as a Tool for Reform" (Paul G. LeMahieu and Marsha T. Horton). (ASK)

The second unit in the SMSG series for junior high school mathematics is a student text covering the following topics: ratios, percents, and decimals; parallels, parallelograms, triangles, and right prisms; circles; mathematical systems; statistics and graphs; and mathematics in science. (DT)

This report is based on 144 questionnaires sent to past participants of the nine National Science Foundation Academic Year Institutes (AYI) for Junior High School Teachers of Mathematics held at San Jose State College, 1962-1970. The questionnaires, sent to each participant in May of the year following completion of their institute, lists 25 activities the teachers may have conducted in their school districts. The activities include: intensive workshops, enrichment lectures, materials files, television teaching, school professional library, and others. Each activity on the questionnaire is discussed in this report and the percent average response to each one is given. Eleven recommendations are made for improvement of future AYI sessions at San Jose State College. (BB)

This curriculum guide covers Course I of a three-year sequence for high school mathematics in New York which was intended to provide an alternative to the regular Regents sequence of ninth-, tenth-, and eleventh-grade mathematics. A listing of scope and content for Course I is provided, along with a suggested time allotment. Four mathematics units are covered: logic; aspects of algebra and geometry; probability, permutations, and statistics; and rectangular coordinate systems. For each of the units, the general goal for that unit and the material to be covered are discussed. Some teaching suggestions are given. Appendix 1 summarizes items generally required in a traditional ninth-grade algebra course but which are not required in Course I of this program. Appendix 2 suggests other possible orderings for topics in the course outline. (DT)

This is part two of a two-part SMSG mathematics text for junior high school students. Key ideas emphasized are structure of arithmetic from an algebraic viewpoint, the real number system as a progressing development, and metric and non-metric relations in geometry. Chapter topics include the rational number system; parallels, parallelograms, triangles, and right prisms; circles; statistics and graphs; mathematical systems; and mathematics at work in science. Slight revisions are contained in a later edition. (MP)

Mathematics experienced by students can be derived from the contextually situated "real world" experiences of the educator, which is typically White and middle class and not a reflection of the demographics of many classrooms in the United States. Activities where students find connections to their lives and interests have shown promise in enhancing student performance and experiences in mathematics classrooms. In this study, mathematics funds of knowledge are assessed in a novel survey instrument, reinforcing the salience of relating math experiences to students' lives and acknowledging skills and knowledge originating from experiences outside of the math classroom. [For the complete proceedings, see ED629884.]

Mathematics experienced by students can be derived from the contextually situated "real world" experiences of the educator, which is typically White and middle class and not a reflection of the demographics of many classrooms in the United States. Activities where students find connections to their lives and interests have shown promise in enhancing student performance and experiences in mathematics classrooms. In this study, mathematics funds of knowledge are assessed in a novel survey instrument, reinforcing the salience of relating math experiences to students' lives and acknowledging skills and knowledge originating from experiences outside of the math classroom. [For the complete proceedings, see ED629884.]

Qualitative methods were used to study: (1) the effect of engaging in a mathematics teaching experience in an alternative high school program, the Transcend program, on preservice teachers' beliefs; and (2) the effects of a guided preservice teaching experience on at-risk learners' beliefs, self-concepts, and mathematical development. Five secondary preservice mathematics teachers and five at-risk learners were the subjects of the study. Researchers used observations, videotaped classes, interviews, and a mathematics assessment to gather information about the effects of the alternative mathematics program. Case studies of three preservice teachers and two learners are presented to illustrate their development and interactions. There were changes in the self-concepts of the teachers, their perceptions of at-risk learners, and their instructional practices, although many of their beliefs remained unchanged. Students experienced learning gains, especially with regard to increased mathematical self-concept. Transcend appears to have provided both teachers and learners with a unique environment to enhance mathematics teaching and learning. (Contains 27 references.) (SLD)

This document is designed to assist classroom teachers in preparing students to successfully complete the Alabama High School Graduation Exam (AHSGE). It consists of activities that are correlated with the Alabama Course of Study: Mathematics, Bulletin 1997, No. 4, and Standards and Objectives (Reading Comprehension, Language, Mathematics, and Science) for the Alabama High School Graduation Exam, Bulletin 1997, No. 16. Activities include: (1) "Apply order of operations"; (2) "Add and subtract polynomials"; (3) "Multiply polynomials"; (4) "Factor polynomials"; (5) "Solve multi-step equations of first degree"; (6) "Solve quadratic equations that are factorable"; (7) "Solve systems of two linear equations"; (8) "Solve multi-step inequalities of first degree"; (9) "Identify functions"; (10) "Find the range of functions when given the domain"; (11) "Find the perimeter, circumference, area, or volume of geometric figures"; (12) "Find the distance, midpoint, or slope of line segments when given two points"; (13) "Graph or identify graphs of linear equations"; (14) "Graph lines given certain conditions"; (15) "Determine solution sets of inequalities"; (16) "Identify graphs of common relations"; (17) "Translate verbal or symbolic information into algebraic expressions, or identify equations or inequalities that represent graphs or problem situations"; (18) "Apply properties of angles and relationships between angles"; (19) "Apply Pythagorean Theorem"; (20) "Apply properties of similar polygons"; (21) "Apply properties of plane and solid geometric figures"; (22)"Determine measures of central tendency"; (23) "Determine probabilities"; (24) "Solve problems involving direct variation"; and (25) "Solve problems involving algebraic concepts." Possible reading and writing connections are also included in this document for each standard and objective of the mathematics subject-area test of the AHSGE. (MM)

This paper reports the results of a study of changes in the social distribution of mathematics achievement for a cohort of public high school students. Using hierarchical linear modeling (HLM) the study sought to identify school characteristics which were significantly correlated with changes in achievement differences from grade 9 to grade 11 between: (1) white and black students; (2) students from advantaged and disadvantaged socioeconomic backgrounds (SES); and (3) male and female students. The school characteristics considered included indicators of school/community context, school normative climate ("effective schools" indicators), and school instructional setting. While many of the indicators were found to be related to achievement discrepancies at a given point in time, few yielded significant results for changes in the distribution of achievement. School location (suburban), the stability of the student population, and the percentage of low SES children in the school were significant predictors of change over time. It is suggested that effective-schools indicators which are more focused toward equity issues, and those based on student (rather than teacher) input, may be needed if predictors of change are to be found. (Contains 27 references.) (Author)

This is part one of a two-part SMSG mathematics text for junior high school students. Key ideas emphasized are structure of arithmetic from an algebraic viewpoint, the real number system, and metric and non-metric relations in geometry. Topics included are numbers; cardinal numbers; geometry of lines, points, and planes; geometry of angles, triangles, and other forms; factors and prime numbers; real numbers; area; volume; and rectangles. (RH)

This study assessed the effectiveness of a professional development program for junior high school mathematics teachers in the Philippines and analyzed their achievement test results in Mathematics. The study aimed to identify the factors affecting the quality of mathematics instruction and propose solutions to these challenges. The study found that while most teachers were consistent in their lesson planning and content delivery, they need to improve their questioning techniques, differentiated techniques, and strategies to develop higher-order thinking skills. The study suggests that teachers need to enhance their teaching practices to achieve the K to 12 curriculum goals, prepare students for better work opportunities, and contribute to the nation's economy. Professional development programs can provide opportunities for mathematics teachers to increase their knowledge and confidence in the subject. By improving their teaching practices, teachers can help enhance the quality of mathematics education in the Philippines. This study highlights the challenges mathematics teachers face in the country and the need for professional development programs to help them improve their teaching practices. The findings have important implications for mathematics education in the country, which can help raise the quality of education and the nation's economy.

xiii, 439 pages 21 cm

This textbook is a part of a four-volume experimental series dealing with basic concepts and ideas in modern mathematics. It was the wish of the authors to present material which the students would understand, rather than memorize. Professional assistance was provided by Harvard University. The material is divided into four chapters: (1) sets of points, (2) plane figures, (3) congruent figures, and (4) basic constructions. Cumulative tests are provided at the end of each chapter. (RS)

This textbook is a part of a four-volume experimental series dealing with basic concepts and ideas in modern mathematics. It was the wish of the authors to present material which the students would understand, rather than memorize. Professional assistance was provided by Harvard University. The material is divided into four chapters: (1) sets of points, (2) plane figures, (3) congruent figures, and (4) basic constructions. Cumulative tests are provided at the end of each chapter. (RS)

This article explores central elements that facilitate successful mathematics professional development in urban secondary schools through a case study of one long-term effort. The following research question guided this study: How can schools structure professional development that supports teacher learning and addresses the complex realities of urban practice? This study took place in an urban school (The City School [pseudonymn]: 1,500 students, grades 6-12) located in a large city. Most of the student body was minority (99.8% African American) and considered underprivileged (according to government free and reduced lunch records). Participants included three high school mathematics teachers (female, African American), all of whom had undergraduate degrees in mathematics but did not yet hold teaching credentials. Data were collected throughout the 2004-2005 school year. Data sources included: transcripts of audio-taped instructional sessions (30) and informal meetings (10), researcher field notes of all sessions and meetings, transcribed formal interviews (3) with participants, participant journal entries and course assignments (e.g., content exams, problem sets, narrative refections, lesson design), initial surveys and end of program evaluations, observation field notes of participants' practice (five per participant), e-mail correspondences, and researcher journals. They conducted semi-structured interviews (30-45 minutes) with participants at the beginning, middle, and end of the project. This work supports the notion that teacher educators must understand more about teachers' needs, particularly in failing schools, before engaging in professional development. This study promotes the idea that teachers involved in professional development situations and/or research projects need to view the facilitators as human beings who care, as opposed to merely outsiders telling them what to do and how to behave. Based on the authors' experiences working in this effort, they have found the interactions within a given structure to be just as important as the existence of the structures themselves. As a result, they urge others to consider and systematically study the complex component that context, particularly the relationships embedded within a professional development community, plays in teacher learning and change in practice.

This article explores central elements that facilitate successful mathematics professional development in urban secondary schools through a case study of one long-term effort. The following research question guided this study: How can schools structure professional development that supports teacher learning and addresses the complex realities of urban practice? This study took place in an urban school (The City School [pseudonymn]: 1,500 students, grades 6-12) located in a large city. Most of the student body was minority (99.8% African American) and considered underprivileged (according to government free and reduced lunch records). Participants included three high school mathematics teachers (female, African American), all of whom had undergraduate degrees in mathematics but did not yet hold teaching credentials. Data were collected throughout the 2004-2005 school year. Data sources included: transcripts of audio-taped instructional sessions (30) and informal meetings (10), researcher field notes of all sessions and meetings, transcribed formal interviews (3) with participants, participant journal entries and course assignments (e.g., content exams, problem sets, narrative refections, lesson design), initial surveys and end of program evaluations, observation field notes of participants' practice (five per participant), e-mail correspondences, and researcher journals. They conducted semi-structured interviews (30-45 minutes) with participants at the beginning, middle, and end of the project. This work supports the notion that teacher educators must understand more about teachers' needs, particularly in failing schools, before engaging in professional development. This study promotes the idea that teachers involved in professional development situations and/or research projects need to view the facilitators as human beings who care, as opposed to merely outsiders telling them what to do and how to behave. Based on the authors' experiences working in this effort, they have found the interactions within a given structure to be just as important as the existence of the structures themselves. As a result, they urge others to consider and systematically study the complex component that context, particularly the relationships embedded within a professional development community, plays in teacher learning and change in practice.

This is part two of a two-part SMSG mathematics text for high school students. Chapter topics include: (1) perpendicular lines and planes in space; (2) parallel lines in a plane; (3) parallel lines in space; (4) areas of polygonal regions: (5) similarity; (6) circles and spheres; (7) constructions; (8) the area of a circle and related topics; and (9) plane coordinate geometry. This text is written in Spanish. (RH)

In the summer of 2009, a professional development partnership was established between the Peoria Public School District (PPSD), a local education agency (LEA), and Illinois State University (ISU) to improve geometric and trigonometric knowledge and skill for high school mathematics teachers as part of the Illinois Mathematics and Science Partnership (MSP) grant, which was funded by the Federal Department of Education. The MSP is aimed at improving the content knowledge of mathematics teachers regarding the implementation of three-dimensional (3-D) solid modeling in the mathematics classroom; the ultimate goal is to improve students' learning in mathematics. The premise for this professional development grant can be found in the literature that suggests that there is a significant positive relationship between spatial visualization abilities and mathematical performance. Also, the literature implies that spatial ability and visual imagery play vital roles in mathematical thinking. Further, the professional development program maintains that spatial visualization and reasoning are core skills that all students should develop. Eight mathematics teachers from the PPSD and the LEA's Mathematics Coordinator completed over 80 hours of professional development geared toward the improvement of teaching mathematics; they used 3-D solid modeling software (SolidWorks, 2009) during the summer and fall semesters of 2009 and during the spring 2010 semester, these teachers conducted action research projects based on their professional development. Formative and summative evaluation techniques were developed and implemented.