Relevant bibliographies by topics / Arithmetic Study and teaching (Secondary)

Academic literature on the topic 'Arithmetic Study and teaching (Secondary)'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Arithmetic Study and teaching (Secondary)"

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Alotaibi, Faisal Salman, and Khaled Abdullah Almatham. "The performance level of Mathematics Teachers at The Secondary Level in Light of NCTM's Practices for Effective Teaching." International Journal of research in Educational Sciences 5, no. 4 (September 15, 2022): 343–412. http://dx.doi.org/10.29009/ijres.5.4.9.

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The study aims to determine the performance level of mathematics teachers at the secondary level in light of NCTM’s effective teaching practices. In the book "From Principles to Procedures" in 2014, it consisted of (32) sub-practices, stemming from (8) main practices. The study concluded: that the level of performance of mathematics teachers at the secondary level in light of NCTM’s effective teaching practices was generally at a low degree, with an arithmetic mean of (1.56), and their performance level appeared in light of the practices of “asking purposeful questions, supporting the productive struggle in learning mathematics, And extracting evidence on students' thinking and use", to a medium degree, and with arithmetic averages (1.84, 1.77, 1.70), respectively. While the level of their performance appeared in the light of the practices of “facilitating meaningful mathematical dialogue, building procedural fluency from conceptual comprehension, setting mathematics objectives to focus learning, implementing tasks that enhance inference and problem solving, and using and linking mathematical representations” to a low degree, with arithmetic averages of (1.55, 1.52, 1.44, 1.36, 1.28) respectively. In light of the results of the study, a set of recommendations were presented.
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Alotabi, AbdulAziz Awaad. "Developing the Professional Education Curriculum in Secondary Education Courses System in the Kingdom of Saudi Arabia in the light of the Achieve the Requirements of the Kingdom vision 2030." International Journal of research in Educational Sciences 5, no. 2 (March 15, 2022): 129–84. http://dx.doi.org/10.29009/ijres.5.2.4.

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This study is extracted from thesis, aimed at developing a methodology for vocational education in secondary education, the curriculum system in the light of the systemic approach to achieve the requirements of the vision of the Kingdom of Saudi Arabia 2030, and the study sample consisted of (121) expert specialized in curricula in Saudi universities, and the researcher used the descriptive approach to achieve the goals of the study, using a tool The requirements of the professional education curriculum consisting of (71) words, and the results of the study reached the following: A. The appropriate parts to distribute the of professional education Curriculum requirements to achieve the requirements of the kingdom vision 2030 are the objectives, content, teaching methods and activities, the learning means and the assessment including 71 sentences. B. The availability of professional education curriculum requirements is in low degree against the objective of an arithmetic average of (2,19), the others are in average degree like the learning means (2,62), the content (2,64), the assessment (2,64), the activities (2,73) and the teaching methods (2,84). C. The significance degree of professional education curriculum requirements in developing the Curriculum is high for the parts such as the objectives (3,53), the assessment (3,63), the content (3,67), the activities (3,75), the learning means (3,67) then the teaching methods (3,78). D. The average degree of the continuous scenario on professional education requirements in developing the curriculum whereas the activities (1,34), the assessment (1,43), the learning means (1,51), the objectives (1,51), the content (1,52) but the teaching methods are in average degree in arithmetic average (1,61). E. The high degree of transformation scenario on professional education requirements in developing the curriculum whereas the content (1,68), the objectives (1,71), the learning methods (1,71), the teaching methods (1,86) but the assessment is with an average degree in arithmetic average (1,60).
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Hamde, Elham N. Abu. "The Reality of Educational Supervisors ’Practices for Supervisory Activities from the Point of View of the Public Schools Principals in Aqaba City- Jordan." Modern Applied Science 13, no. 3 (February 26, 2019): 46. http://dx.doi.org/10.5539/mas.v13n3p46.

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The study aimed at defining the reality of the supervisory activities for the educational supervisors from the point of view of the public schools principals in Aqaba city - Jordan. To achieve the study purposes the researcher used the descriptive methodology survey due to its appropriateness for the purposes of the study. The study instrument was built and it contained four domains and was applied on the study sample which consisted of (22) principal(male &Female).The study results indicated that the reality of the educational supervisors practices for supervisory activities from the point of view of the public schools principals obtained an overall arithmetic mean of (3.80) with a high degree. However, on the secondary areas level the human relationships was ranked first with an arithmetic mean of (4.11) which was very high; in the second rank came the field of curriculum and text books with arithmetic mean of(3.98) which was high also; the third rank came the domain of learning and teaching with an arithmetic mean of (3.75) which was also high and in the last rank came the domain of school administration with an arithmetic mean of (3.5) which was medium. The results of the study indicated that there are no differences between the means of the educational supervisors’ practices for supervisory activities in terms of (sex, qualifications, management experience years). In the light of the study results a number of recommendations were proposed.
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NASRALLAH, lubna, and Mirvat ABU ASABBIGBARIEH. "ATTITUDES OF SECONDARY SCHOOL TEACHES IN EAST JERUSALEM TOWARDS EMPLOYING ALTERNATIVE ASSESSMENT STRATEGIES IN TEACHING." International Journal of Humanities and Educational Research 03, no. 05 (October 1, 2021): 49–66. http://dx.doi.org/10.47832/2757-5403.5-3.5.

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The study aimed to identify the attitudes of secondary school teachers in East Jerusalem towards employing alternative assessment strategies in teaching, according to gender variables, years of service, educational material, and the classes they teach. In order to verify the objectives of the study, the researchers used the descriptive analytical approach by adopting a questionnaire (Bani Khalaf, 2019) with some modifications to be made in line with the current study, and the number of its paragraphs reached (32) paragraphs distributed over three areas. The questionnaire was applied to a sample of (143) teachers male and female, from the study community consisting of (780) male and female teachers. The results of the study concluded that the attitudes of secondary school teachers in East Jerusalem towards employing alternative assessment strategies were positive and to a large extent, with the overall tool obtaining an arithmetic mean of (3.74), as well as the presence of statistically significant differences due to gender variables, years of service, educational material, and grades that were taught. The results showed positive statistical differences in favor of females with the variable of gender and for those with longer experience among teachers of the twelfth grade, The results showed positive statistical differences in favor of females with the variable of gender and for those with longer experience among teachers of the twelfth grade and in favor of teachers of other subjects over teachers of science, mathematics and languages. Keywords: Attitudes, High Schools In East Jerusalem, Alternative Assessment Strategies
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Anaam, Abdulqawi, Kamarulzaman Bin Abdul Ghani, and Ahmad Bin Abdul Rahman. "Istiratijiyyat al-Dzaka’at al-Muta’addadah Ru’yah Jadidah li Tanmiyah al-Tadzawwuq al-Adaby fi al-Marhalah al-Tsanawiyah." Arabiyatuna : Jurnal Bahasa Arab 6, no. 1 (April 11, 2022): 259. http://dx.doi.org/10.29240/jba.v6i1.4146.

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This study aimed to examine the effectiveness of multiple intelligence strategies in developing the literary appreciation of second-year secondary students in Yemen. The study adopted the quasi-experimental approach, deploying a two-group quasi-experimental design, an experimental and a control group. The sample of this study was represented by the second-year students of secondary school at Al-Farouq Primary Secondary School in Taiz governorate. There were 30 students in the experimental group and 29 students in the control group. The data for two correlated and two independent samples were analysed using a statistical program (SPSS, 28) with arithmetic means, standard deviations, and T tests. The results showed a statistically significant difference between the average scores of the experimental group students in the pre- and post-applications of the literary taste test, in favour of the post-application, with a very large effect size, in addition to the superiority of the experimental group over the control group in the post literary taste test. The results portrayed that teaching strategies based on the theory of multiple intelligence effectively developed the literary appreciation skills of second-year secondary students.
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Ceyhan, Busra, and Nurettin Sahin. "How sensitive teachers are in elementary and secondary science classes in terms of technology and environmental ethics." New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 9 (January 11, 2018): 38–45. http://dx.doi.org/10.18844/prosoc.v4i9.3040.

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This study aimed to determine the sensitivity of science teachers towards technology and environmental ethics. The study group comprised science teachers and classroom teachers working in the city of Mugla in 2016–2017, and data were collected using a 36 item Likert technology and environmental ethics questionnaire. Cronbach’s alpha reliability coefficient of the questionnaire was calculated as 0.8. For analysis of data, percentages, arithmetic mean, standard deviation, t-test, oneway variance analysis and frequencies were used in the SPSS 20 program package. The responses given to the questionnaire items were analysed in terms of the branches of the participating teachers. The responses given to the items regarding benefits to living things differ significantly in favour of the classroom teachers. The item with which the participating teachers agreed to the highest degree was, ‘Teaching individuals how to utilise resources most effectively by getting to know environment should be a part of education’. Keywords: Ethical sensitivity, teachers, technology ethics, environmental ethics.
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Handayani, D. K. Putri, M. H. Santosa, and I. N. P. Hadi Saputra. "Secondary School English Teachers’ Preception Towards The Use of Flipped Learning in Buleleng Regency." Journal of Education Research and Evaluation 4, no. 2 (May 25, 2020): 171. http://dx.doi.org/10.23887/jere.v4i2.24922.

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This study is aimed at (1) investigating the perception of secondary school English teachers’ perception towards the use of Flipped Learning in Buleleng regency, (2) observing the problems that the teachers encountered during implementing Flipped Learning, and (3) evaluating the solutions that the teachers do to solve the problems. This study was a mixed-method research design which used cross-sectional survey as the method. Purposive sampling was employed to four secondary English teachers who apply Flipped Learning. They came from three public secondary schools in Buleleng regency. This study used a questionnaire and an interview guide as instruments which had been tested for its validity and reliability. The data from the questionnaires were processed by using Arithmetic Statistics in Microsoft Office Excel to calculate the mean score in order to know the qualification level of each perception. The results of data analysis indicated that most of teachers corresponded to very positive perception on the use of Flipped Learning since the mean score was 81.25 which categorized to very high category. The results imply that Flipped Learning is highly recommended to be implemented in the English teaching and learning process.
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Mega Sari Juane Sofiana, Gusti Eva Tavita, Amriani Amir, Asri Mulya Ashari, Warsidah,. "PROFILE OF LEARNING LITERACY AND NUMERACY FOR STUDENTS OF ELEMENTARY SCHOOL THROUGH CAMPUS TEACHING 3 ACTIVITIES." Jurnal Pendidikan dan Pengajaran Guru Sekolah Dasar (JPPGuseda) 5, no. 3 (October 31, 2022): 85–89. http://dx.doi.org/10.55215/jppguseda.v5i3.6394.

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Literacy and numeracy are basic human abilities and skills in accessing and understanding everyday life phenomena, including reading, viewing, simple counting, and speaking activities. This study aimed to examine the literacy and numeracy abilities of class 3 students at Elementary School SDN No. 16 North Pontianak through Campus Teaching 3. The research was conducted using a descriptive qualitative method, where primary and secondary data were collected and then described along with factual documentation in the field. We are interviews with the principal and third-grade teachers and students of the KM3 team assigned to the class as primary data. At the beginning of the activity, several students were not fluent in reading and arithmetic. It was caused by online learning at home during the Covid 19 pandemic. The activity's end showed that all 33 students had completed reading and writing skills. They can solve thematic problems through the ability to read, count, write and listen to reading material. They were able to deal with primary operations in math, such as adding, subtracting, dividing, and multiplying numbers.
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Al-Momani, Mufadi. "The Effective of Training Program for the Development of Knowledge about the National Professional Standards among the Teachers of Secondary Vocational Education in Jordan." International Education Studies 11, no. 8 (July 28, 2018): 110. http://dx.doi.org/10.5539/ies.v11n8p110.

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This study aimed to investigate the effective of training program for the development of knowledge about the national professional standards among the teachers of secondary vocational education in Jordan. The researcher prepared an accumulated test about the knowledge of national professional standards, include (42) questions spread over seven areas (education philosophy, teaching planning, teaching implementation, students’ learning assessment, teacher self-growth, profession values and ethics, and academic and technological knowledge) and for each area six paragraphs. Study members consist of (67) vocational schools’ teachers at the directorate of education of Irbid first area, at the first term of the 2015/2016 school year, who were selected at the available way, where the single group design was used by implementing the accumulated test backwards (pilot study) on the study members to identify their weaknesses, build the proposed training program according to the results, and then implement this program on the study members for two weeks, and finally implement the accumulated test forward by using the T-test for single group. The study results showed a statistically significant difference at the level (α = 0.05) between the backward and forward arithmetic means of study members performance on the national professional development standards knowledge improvement test as a whole, and for each area due to the proposed training program, which means the existence of effectiveness for the proposed training program in knowledge development about the national professional development standards at the vocational educational teachers, where this effectiveness ranged between (medium) and (very strong).
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Bairy, Shailaja, and Neeta Inamdar. "The Role of `CLIL Integrated Mental Math Enhancement Technique’ in Mathematical Reasoning Abilities of Secondary School Children." ECS Transactions 107, no. 1 (April 24, 2022): 9517–41. http://dx.doi.org/10.1149/10701.9517ecst.

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This action research is anchored on exploring a teaching method that innovatively blends 'mental math enhancement techniques' with David Marsh's CLIL (Content and Language Integration in Learning) pedagogy. Both these stand as fundamental factors and profoundly influence the quality of mathematics learning. The decline in mathematical reasoning abilities of students has become a growing concern over the years. This research makes an effort towards addressing this by strengthening the basic mathematical concepts with the help of above method. The study aimed at investigating the effectiveness of the program by determining if there is (a) a difference in pre- and post-test scores. (b) significant increase in student attitude towards mathematics, (any change in self-concept and attitude before and after the program) 116 students of Grade 6, 7, and 8, divided into groups through stratified sampling participated in the weekly arithmetic sessions, daily quiz activities, math communications/ number talks, and language integrated CLIL sessions. This `curriculum-integrated research’ employed experimental method using pre-test & post-test experimental group design. The results revealed that the CLIL integrated/ mental math enhancement technique significantly improved the mathematical reasoning abilities in a particular class. The attitudes towards the subject also proved to rely positively on mathematical performance and vice versa.
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Dissertations / Theses on the topic "Arithmetic Study and teaching (Secondary)"

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Moyo, Kwethemba Michael. "An investigation into an afterschool intervention programme aimed at improving learners' mental computation skills." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1017352.

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This case study centres round an afterschool intervention programme aimed at enhancing mental computation skills of Grade 8 learners at a secondary school in the Erongo educational region of Namibia. Nine research participants took part in the study, and the mental computational strategies exhibited by these participants constitutes the unit of analysis. The study is anchored within an interpretive paradigm and is theoretically underpinned by constructivist epistemology. Kilpatrick, Swafford and Findell’s (2001) model of mathematical proficiency provides the conceptual framework supporting the study. The research was carried out in four sequential phases – an initial pre-test, the intervention itself, a follow-up post-test, and a focus group discussion. The study highlights the underdevelopment of mental computation skills and the associated lack of appropriate mental computational strategies in secondary school learners. It is recommended that appropriate time within the school curriculum be allocated for the development of learners’ mental computation skills.
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Simon, Rebecca A. "Teaching arithmetic to students with learning disabilities : a unique approach." Thesis, McGill University, 2002. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=29522.

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The present study was designed to see if children with learning disabilities could be taught three-row, double-digit addition problems using a dot-notation method. Three children with learning disabilities were selected for the study. Prior to the intervention, these students used a combination of count-all and count-on strategies when solving addition problems and used concrete referents such as fingers or tallies. A multiple-probe design was used to evaluate the effectiveness of the intervention with the 3 subjects. The experiment consisted of a teaching phase where students were taught to touch and count the dots on numbers 1 to 9 in a specified pattern and an intervention phase where students progressed through nine levels of addition problems. The final stage consisted of three-row, double-digit addition problems requiring regrouping with touch points removed. Results indicate that the 3 subjects were able to learn and apply the dot-notation method successfully and were able to retain the method from one and a half to four and a half months after completing instruction. Suggestions for future research and for teachers are discussed.
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Maclellan, Euphemia M. "Teaching addition and subtraction by the method of bidirectional translation : an empirical study." Thesis, University of Stirling, 1990. http://hdl.handle.net/1893/2083.

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Bidirectional Translation, devised by the author, is a structured approach to the teaching of addition and subtraction which aims to give children greater understanding of arithmetical operations. The approach systematically involves both: the translation of numerical representations into hypothetical, real world contexts; and the extraction of the appropriate numerical operations from hypothetical, real world contexts. It is this emphasis on translation from and to both the numerical representation and realistic contexts which gives rise to the name, Bidirectional Translation. An experimental group of 90 primary one children were taught to add and subtract (within 10) by the method of Bidirectional Translation. Post-test comparison of the experimental subjects' performance with that of a control group showed significantly superior performance on the part of the experimental subjects in terms of the utilizability of addition, the evocability of addition, the utilizability of subtraction and the evocability of subtraction for five different classes of verbal context, namely: Part-Part Whole, Separating, Joining, Equalizing and Comparison contexts. In all instances the probability of the results being chance ones were less than 5% and in most, were less than 1%. In both the experimental and control groups, most children performed better when they were required to utilize concepts than when they were required to evoke concepts. Similarly they performed better when they were required to add than when they were required to subtract. The differences, however, were not always significant. It is suggested that the effectiveness of the methodology of Bidirectional Translation is rooted in a structure which allows the child to make his/her thinking explicit and which allows the teacher to monitor this.
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Eriksson, Helena. "Teaching listening comprehension in upper secondary schools : An interview study about teaching strategies." Thesis, Högskolan Dalarna, Engelska, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:du-36515.

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The aim of this thesis is to examine what strategies teachers use when they teach listeningcomprehension in order to develop student’s listening skills, and especially if and how they usescaffolding in their teaching. To examine this, seven upper secondary school teachers inSweden were interviewed about their listening comprehension teaching. The qualitative datawere analyzed using a cross case analysis with a combination of framework and IPA analysis.The data was labeled and divided into two themes: general strategies and scaffolding. In thethemes the data was further sorted and categorized into language immersion, raising selfconfidence,division into smaller groups, notetaking, pre-information and connection to theme,collaborative discourses, teacher peer and modeling and finally increasing level of difficulty.All seven teachers discussed several different strategies they use. They often combine strategiesto create the best learning environment for the students. Six out of these seven teachers gaveexamples of scaffolding strategies they use, such as modeling, working with themes and preinformationto support their students. However, as mentioned previously, they were oftencombined with other strategies such as collaborative discourse and smaller groups.
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Nothdurft, Lyn M. "Teaching for autonomy in senior secondary mathematics." Thesis, Queensland University of Technology, 2000. https://eprints.qut.edu.au/36626/1/36626_Digitised%20Thesis.pdf.

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Lau, Yin-har, and 劉燕霞. "Values teaching in Hong Kong junior secondary mathematics." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31958734.

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Ho, Kin-cheong. "A study of stress experienced by teachers using IT in teaching." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk/hkuto/record.jsp?B24700794.

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Taylor, Nathan. "Teaching leadership development at the secondary level a national study /." Morgantown, W. Va. : [West Virginia University Libraries], 2006. https://eidr.wvu.edu/etd/documentdata.eTD?documentid=4559.

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Thesis (M.S.)--West Virginia University, 2006.
Title from document title page. Document formatted into pages; contains viii, 149 p. : col. ill. Vita. Includes abstract. Includes bibliographical references (p. 132-134).
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Taylor-Jackson, Estella. "A secondary cooperative team teaching developmental model content validation study." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1986. http://digitalcommons.auctr.edu/dissertations/1803.

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Pupo, Marie. "Teaching intellectually disabled students addition through a multisensory approach." Thesis, McGill University, 1994. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=26312.

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This study was designed to see if children with intellectual disabilities could be taught to add pairs of single-digit numbers using the Touch Math method. Three intellectually disabled students who could add only by using physical representations of numbers were selected for the study. A multiple-probe design across the 3 students was used to evaluate the effectiveness of the intervention. The intervention consisted of a three-step addition program that was planned to teach students to add by counting the faded touch points of the smaller addend starting from the larger addend. The data show that the 3 children were able to master the program and to retain the Touch Math method from 1 to 5.5 months following completion of the program. Suggestions for future research and for teachers are discussed.
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Books on the topic "Arithmetic Study and teaching (Secondary)"

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1915-, Sorgenfrey Robert H., and Graham John Alexander 1941-, eds. Pre-algebra: An accelerated course. Boston: Houghton Mifflin Co., 1985.

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Si ze yun suan. 2nd ed. Taibei Shi: Lian jing chu ban shi ye gu fen you xian gong si, 2006.

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Mathematics: [Workbook] : exploring your world. Morristown, N.J: Silver Burdett & Ginn, 1991.

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Kelly, Brendan. Number sense & numeration. Toronto, ON: Ontario Ministry of Education and Training, 1999.

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Math intervention. Evanston, Ill: McDougal Littell, 2008.

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author, Desrochers Serge, MacDonald Hugh author, Matrin Carolyn author, Pruner Michael author, Reinbold Hank author, Samra-Gynane Rupi author, Shaw Carol author, Teshima Roger author, and Trufyn Darin author, eds. Foundations of mathematics 11. Toronto, Ontario: Nelson Education, 2011.

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Brendel, Susan. Kitchen math. Portland, Maine: J. Weston Walch, 1997.

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McCafferty, James. Infoskills. [London]: Hodder & Stoughton, 1995.

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McCafferty, James. InfoSkills. London: Hodder & Stoughton, 1996.

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Mathématique: 1re[-2e] secondaire : cahier d'exercices pour réviser le programme de 1re [-2e] secondaire. Montréal: Marcel Didier, 2010.

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Book chapters on the topic "Arithmetic Study and teaching (Secondary)"

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Zazkis, Rina. "“Canada Is Better”: An Unexpected Reaction to the Order of Operations in Arithmetic." In Teaching and Learning Secondary School Mathematics, 527–46. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-92390-1_50.

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Whitehead, Jack, Jacqueline Delong, Marie Huxtable, Liz Campbell, Cathy Griffin, and Joy Mounter. "Self-Study in Elementary and Secondary Teaching." In International Handbook of Self-Study of Teaching and Teacher Education Practices, 1253–89. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-13-6880-6_42.

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Whitehead, Jack, Jacqueline Delong, Marie Huxtable, Liz Campbell, Cathy Griffin, and Joy Mounter. "Self-Study in Elementary and Secondary Teaching." In Springer International Handbooks of Education, 1–38. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-1710-1_42-1.

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Lewis, Catherine, Shelley Friedkin, Elizabeth Baker, and Rebecca Perry. "Learning from the Key Tasks of Lesson Study." In Constructing Knowledge for Teaching Secondary Mathematics, 161–76. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-09812-8_10.

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Bartolini Bussi, Maria G., and Xu Hua Sun. "Social and Cultural Contexts in the Teaching and Learning of Whole Number Arithmetic." In New ICMI Study Series, 19–34. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-63555-2_2.

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Ortiz, José, and Aldora Dos Santos. "Mathematical Modelling in Secondary Education: A Case Study." In International Perspectives on the Teaching and Learning of Mathematical Modelling, 127–35. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-0910-2_14.

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Guerra-Ramos, María Teresa, and José Baltazar García-Horta. "Scientific Skills in Secondary Education: A Study of Curriculum Expectations and Teachers’ Thinking." In Teaching Science with Context, 49–64. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-74036-2_4.

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Jarosz, Anna. "The Methodology of the Longitudinal Action-Research Study Among Secondary-School Learners." In Second Language Learning and Teaching, 73–95. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-13892-9_4.

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Ludwig, Matthias, and Xenia-Rosemarie Reit. "A Cross-Sectional Study About Modelling Competency in Secondary School." In International Perspectives on the Teaching and Learning of Mathematical Modelling, 327–37. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-6540-5_27.

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Sartatzemi, Maya, Vassilios Dagdilelis, and Katerina Kagani. "Teaching Programming with Robots: A Case Study on Greek Secondary Education." In Advances in Informatics, 502–12. Berlin, Heidelberg: Springer Berlin Heidelberg, 2005. http://dx.doi.org/10.1007/11573036_47.

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Conference papers on the topic "Arithmetic Study and teaching (Secondary)"

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Eichler, Andreas. "Statistics teaching in German secondary high schools." In Joint ICMI/IASE Study: Teaching Statistics in School Mathematics. International Association for Statistical Education, 2008. http://dx.doi.org/10.52041/srap.08208.

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This report focuses on a research project that combines two aspects of a statistics curriculum related to teachers’ classroom practice and their students’ statistical knowledge. Data were collected with questionnaires. The development of the questionnaires derived from results of a qualitative research project will be sketched. Afterwards, some results will be discussed.
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Fields, Paul. "A case study in collaboration preparing secondary education teachers." In Joint ICMI/IASE Study: Teaching Statistics in School Mathematics. International Association for Statistical Education, 2008. http://dx.doi.org/10.52041/srap.08703.

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Although the mission of mathematics education departments or programs is to prepare the next generation of secondary education mathematics teachers, the question still remains, “Who should provide the training in statistics education for these future teachers?” We propose that statistics education should be provided by statisticians in collaboration with mathematics educators. We describe a model that has been designed recognizing how statistical reasoning differs from mathematical reasoning and implemented incorporating how classroom pedagogy is consequently affected.
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Innabi, Hanan. "Teacher training program on teaching arithmetic mean by using the visual approach- a case study." In Joint ICMI/IASE Study: Teaching Statistics in School Mathematics. International Association for Statistical Education, 2008. http://dx.doi.org/10.52041/srap.08504.

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This paper describes an action research carried out over eight days on an elementary mathematics teacher in the United Arab Emirates. The effectiveness of a short teacher training program using the visual approach in teaching the concept of arithmetic mean was examined. The teacher was trained to teach a sixth grade class using a visual approach that focused on teaching the conceptual understanding of the arithmetic mean. Results showed some positive effects of the short training program on students’ conceptual understanding of arithmetic mean. Some misconceptions related to arithmetic mean were found among students in pre and post testing.
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Arnold, Pip. "Developing new statistical content knowledge with secondary school mathematics teachers." In Joint ICMI/IASE Study: Teaching Statistics in School Mathematics. International Association for Statistical Education, 2008. http://dx.doi.org/10.52041/srap.08507.

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This paper describes a pilot study exploring the acquisition of new statistical content knowledge by teachers, which is now needed as a result of curriculum change. The teachers involved in the study formed a professional learning community where their learning needs with respect to changes in the statistics curriculum were identified and workshops presented to help meet these needs. In this paper teachers’ understanding of new statistical content knowledge and learning experiences are reported. Initial findings support previous research into how teachers learn and show that new content knowledge is not automatically gained through their participation in professional development.
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Kim, Sang Cheol. "A STUDY ON SHIFTS OF OPEN SECONDARY SCHOOLS POLICY IN KOREA THROUGH HISTORICAL NEW INSTITUTIONALISM." In 8th Teaching & Education Conference, Vienna. International Institute of Social and Economic Sciences, 2019. http://dx.doi.org/10.20472/tec.2019.008.013.

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Borim da Silva, Cláudia, and Cileda de Queiroz e Silva Coutinho. "Reasoning about variation of a univariate distribution: a study with secondary mathematics teachers." In Joint ICMI/IASE Study: Teaching Statistics in School Mathematics. International Association for Statistical Education, 2008. http://dx.doi.org/10.52041/srap.08312.

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Variation is a fundamental concept in statistics literacy; standard deviation is part of compulsory school curriculum in Brazil. The objective of this study is to explore reasoning about variability by teachers, using the model proposed by Garfield (2002). The sample was composed of nine in-service mathematics teachers who took part in a teacher-training course on statistics. An experimental focus made it possible for them to experience all the steps of a statistics research project in which the course content was designed to expose the reasoning about variability employed by these teachers. We identified an oscillation between idiosyncratic and procedural levels, but no teacher showed complete reasoning about variation. The most prevalent reasoning employed was verbal, when teachers interpreted standard deviation as a measure of variation among observations.
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Wang, Dongmei. "A Preliminary Study of Employment-oriented English Teaching Model in Secondary Vocational Schools." In Proceedings of the 3rd International Seminar on Education Innovation and Economic Management (SEIEM 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/seiem-18.2019.166.

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Dewi, Finita, Nenden Lengkanawati, and Pupung Purnawarman. "Technology-Supported English Language Teaching Professional Development: A Case Study of a Secondary English Teacher’s TPACK." In 1st Bandung English Language Teaching International Conference. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008214701230132.

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Wei-Jie, Yang. "A study of Web-based teaching and research activities in Primary and Secondary Schools." In 2011 International Conference on Electrical and Control Engineering (ICECE). IEEE, 2011. http://dx.doi.org/10.1109/iceceng.2011.6056788.

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Charro, María Elena, and Esther Charro-Huerga. "A CURRICULAR DELPHI STUDY FOR TEACHING AND LEARNING SCIENCE IN SECONDARY EDUCATION IN SPAIN." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.1383.

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Reports on the topic "Arithmetic Study and teaching (Secondary)"

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Klampe, Charlotte. The work values of secondary teachers : a comparative study by teaching assignment. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.3261.

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Taylor, Rosalyn. The Role of Culturally Responsive Pedagogy in the Preparation of Secondary Teacher Candidates for Successful Teaching of Diverse Learners: A Multiphase Mixed Methods Case Study. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6139.

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

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One of the successful components of quality assimilation of educational material and its further use in the learning process is visualization of material in secondary education institutions. Visualizations need the subjects of the school course, which are the most difficult to understand and essentially do not have at the beginning of the study of widespread practical application, mostly mathematical objects. That is why this study aimed to analyze mobile tools that can be used to visualize teaching geometry. The object of the study is the process of teaching geometry in the middle classes of secondary schools. The subject of the study is the use of augmented reality tools in teaching geometry to students in grades 7-9. The study used such research methods as the analysis and justification of the choice of mobile augmented reality for the study of mathematics. Analyses displayed two augmented reality tools: ArloonGeometry and Geometry AR. In order to gain geometry instruction’s academic success for the students, these tools can be used by teachers to visualize training material and create a problematic situation. The use of augmented reality means in the geometry lessons creates precisely such conditions for positive emotional interaction between the student and the teacher. It also provided support to reduce fear and anxiety attitudes towards geometry classes. The emotional component of learning creates the conditions for better memorization of the educational material, promotes their mathematical interest, realizes their creative potential, creates the conditions for finding different ways of solving geometric problems.
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Kramarenko, Tetiana H., Olha S. Pylypenko, and Vladimir I. Zaselskiy. Prospects of using the augmented reality application in STEM-based Mathematics teaching. [б. в.], February 2020. http://dx.doi.org/10.31812/123456789/3753.

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The purpose of the study is improving the methodology of teaching Mathematics using cloud technologies and augmented reality, analyzing the peculiarities of the augmented reality technology implementing in the educational process. Attention is paid to the study of adaptation of Augmented Reality technology implementing in teaching mathematical disciplines for students. The task of the study is to identify the problems requiring theoretical and experimental solutions. The object of the study is the process of teaching Mathematics in higher and secondary education institutions. The subject of the study is augmented reality technology in STEM-based Mathematics learning. In the result of the study an overview of modern augmented reality tools and their application practices was carried out. The peculiarities of the mobile application 3D Calculator with Augmented reality of Dynamic Mathematics GeoGebra system usage in Mathematics teaching are revealed.
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Duong, Bich-Hang, Vu Dao, and Joan DeJaeghere. Complexities in Teaching Competencies: A Longitudinal Analysis of Vietnamese Teachers’ Sensemaking and Practices. Research on Improving Systems of Education (RISE), December 2022. http://dx.doi.org/10.35489/bsg-risewp_2022/119.

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Education systems globally are implementing competency-based education (CBE) reforms. Vietnam's leaders have also adopted CBE in a comprehensive reform of its education since the early 2010s. Although the global idea of CBE has been widely adopted and recontextualized in various educational contexts, implementing the reform at the local level (e.g., teachers in schools) is never a linear and simple process. Given the complicated sensemaking process of competency and competency teaching, this study explores how Vietnamese teachers made sense of key competencies and adapted their teaching to competency development. Informed by a sociocultural approach and the sensemaking perspective, this study draws from a dataset of 91 secondary teachers collected over three years (2017-2019), with a particular focus on longitudinal analysis of eight teachers. The findings shed light on teachers’ ambivalence as they made sense of the target competencies and aligned their practices with the new CBE reform. Based on their prior experiences and worldviews, teachers made sense of competencies as learning foundational knowledge and skills, in addition to developing good attitude, character, and morality. Over the years, they placed a stronger emphasis on the competencies’ process-orientation, integration, and real-life application toward whole-child development. Despite teacher sensemaking and changing practices, the performativity culture for high learning outcomes still prevailed, making teaching competencies for life a challenging task. Contributing to the CBE literature and practice, this study illustrates the long and complicated process through which teachers recontextualize the CBE pedagogy. It also suggests how teacher practices can be better supported to transition to the new CBE curriculum.
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Jiménez-Parra, José Francisco, Sixto González-Víllora, and Alfonso Valero-Valenzuela. The evolution of the Teaching Personal and Social Responsibility from a contextual to a transcontextual model. A systematic review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, April 2022. http://dx.doi.org/10.37766/inplasy2022.4.0031.

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Review question / Objective: The aim of this research was to identify and analyze the advances produced during the last 6 years in intervention studies based on the Model of Personal and Social Responsibility (TPSR) both in the subject of physical education and in any other area of knowledge within the school context. To conduct this study, the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines were followed (Moher et al., 2015) and the question was elaborated in the PICO format: (P) Participants or Problem (eg children, adolescents, Elementary, secondary, country), (I) Intervention (eg units, lessons, quantitative, qualitative or mixed research), (C) Comparators (“Teaching Personal and Social Responsibility”, “Education”), and (O) Outcomes (eg personal and social responsibility, motivation, prosocial behaviors, basic psychological needs, perception of students and teachers).
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Shokaliuk, Svitlana V., Yelyzaveta Yu Bohunenko, Iryna V. Lovianova, and Mariya P. Shyshkina. Technologies of distance learning for programming basics lessons on the principles of integrated development of key competences. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3888.

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In the era of the fourth industrial revolution – Industry 4.0 – developing key competences (digital, multilingual and mathematical competences in particular) is of paramount importance. The purpose of this work is to investigate the content of key competences of a secondary school student and to develop a method of teaching for the integrated development of multilingual and mathematical competences in the process of teaching Programming Basics with the help of distant technologies. The objectives of the research include generalizing and systematizing theoretical data on the structure and the content of key competences and the potential of informatics lessons for the development of separate components of multilingual and mathematical competences; generalizing and systematizing theoretical data on the ways of arranging distant support for informatics learning, Programming Basics in particular; to investigate the content and the methods of teaching Programming Basics in 7th-11th grades; to develop the e-learning Moodle course using Python for Programming Basics on the principles of integrated approach to developing separate components of multilingual and mathematical competence with determining some methodical special features while using it. The object of the study is to teach informatics to junior high school and high school students. The subject of the study is the means and the methods of realizing distant support in the process of teaching Programming Basics using Python on the principles of an integrated approach to developing multilingual and mathematical competences.
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Peters, Vanessa. Meeting Learners Where They Are: Using Microsoft Forms to Drive Improvement in Learning Outcomes. Digital Promise, 2018. http://dx.doi.org/10.51388/20.500.12265/52.

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This qualitative study was designed to explore how teachers are using Microsoft Forms to improve student learning outcomes in primary and secondary school classrooms. Twenty-two teachers —both experienced and new Forms users— participated in an interview about how they used Forms in their teaching. This report provides concrete examples of teachers’ use of Forms and describes their support needs for starting to use this tool in the classroom. School leaders and instructional technology coaches can use the report to inform implementation plans and training on Microsoft Forms.
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Duong, Bich-Hang, and Joan DeJaeghere. From Student-Centered to Competency-Based Reform: Exploring Teachers’ Perspective of Meaningful Participation. Research on Improving Systems of Education (RISE), February 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/089.

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Student-centered pedagogy has been widely advocated in many contexts with student active participation in learning being a central element. Vietnam has adopted innovative pedagogies including child-centered and competency-based teaching to further active learning and develop students’ full potential. This study explores Vietnamese teachers’ views about student participation and teaching roles as they implement these progressive reforms. It also examines pedagogical practices that teachers planned to use and actually employed to support student learning through meaningful participation. Drawing on qualitative analysis of interviews and classroom observations conducted over three years with 47 secondary-level literature teachers throughout Vietnam, we found that student participation as expected by teachers broadly falls into three categories: participation as attention; participation as contribution and collaboration; and participation as autonomy and engagement. Each of these modes characterizes what teachers’ envision of students’ overall engagement, but these modes coexisted in the data in classroom practices. Our analysis shows how ‘hybrid pedagogy,’ a mix of teacher-directed and student-centered approaches, was most used to support students’ active contribution and collaboration. This research contributes to the literature on student-centered learning and student participation in transitional contexts, highlighting the complex processes of how teachers perceive and enact these pedagogical reforms.
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Hillman, Kylie, and Sue Thomson. 2018 Australian TALIS-PISA Link Report. Australian Council for Educational Research, August 2021. http://dx.doi.org/10.37517/978-1-74286-598-0.

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Australia was one of nine countries and economies to participate in the 2018 TALIS-PISA link study, together with Cuidad Autónoma de Buenos Aires (Argentina), Colombia, the Czech Republic, Denmark, Georgia, Malta, Turkey and Viet Nam. This study involved coordinating the samples of schools that participated in the Program of International Student Assessment (PISA, a study of the performance of 15-year-old students) and the Teaching and Learning International Survey (TALIS, a study that surveys teachers and principals in lower secondary schools) in 2018. A sample of teachers from schools that were selected to participate in PISA were invited to respond to the TALIS survey. TALIS data provides information regarding the background, beliefs and practices of lower secondary teachers and principals, and PISA data delivers insights into the background characteristics and cognitive and non-cognitive skills of 15-year-old students. Linking these data offers an internationally comparable dataset combining information on key education stakeholders. This report presents results of analyses of the relationships between teacher and school factors and student outcomes, such as performance on the PISA assessment, expectations for further study and experiences of school life. Results for Australia are presented alongside those of the average (mean) across all countries and economies that participated in the TALIS-PISA link study for comparison, but the focus remains on what relationships were significant among Australian students.
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