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Relevant bibliographies by topics / Secondary mathematics curriculum

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Academic literature on the topic 'Secondary mathematics curriculum'

Author: Grafiati

Published: 4 June 2021

Last updated: 19 February 2022

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Journal articles on the topic "Secondary mathematics curriculum"

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Ibrahim, Muhammad Alhaji, Wun Thiam Yew, and Nordin Abd Razak. "Implementation of secondary school mathematics curriculum in Nigeria: Anevaluation model." International Journal of Psychosocial Rehabilitation 24, no. 04 (February 28, 2020): 2459–68. http://dx.doi.org/10.37200/ijpr/v24i4/pr201353.

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Meyer, Margaret R., Truus Dekker, and Nanda Querelle. "Innovation in Curriculum: Context in Mathematics Curricula." Mathematics Teaching in the Middle School 6, no. 9 (May 2001): 522–27. http://dx.doi.org/10.5951/mtms.6.9.0522.

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The past few years have seen the emergence of five mathematics curricula developed with support by the National Science Foundation for the middle grades: Mathematics in Context (MIC) (National Center for Research in Mathematical Sciences Education and Freudenthal Institute 2001), Math Thematics (Billstein and Williamson 1999), Connected Mathematics (CMP) (Lappan et al. 1998), MathScape, a View of the World from a Mathematical Perspective (Education Development Center 1998), and Pathways to Algebra and Geometry (Institute for Research on Learning 1997). One striking similarity that characterizes these middle school curricula, as well as their reform counterparts at the elementary and secondary school levels, is the pervasive use of context. Using a definition suggested by Borasi (1986), context is “the situation in which [a] problem is embedded” (p. 129). Context is usually supplied by the text of the problem, but it can also be contained in pictures, diagrams, or tables. A quick review of any of the curricula mentioned above shows that context is plentiful and varied. This abundance of context is in marked contrast with traditional textbooks, in which context appears only in brief introductions or end-of-section story problems.

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Schoenefeld, Dale A., and Roger L. Wainwright. "Integration of discrete mathematics topics into the secondary mathematics curriculum using Mathematica." ACM SIGCSE Bulletin 25, no. 1 (March 1993): 78–82. http://dx.doi.org/10.1145/169073.169353.

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Sun, Xuhua. "History of China’s Secondary Mathematics Curriculum." Frontiers of Education in China 10, no. 4 (December 2015): 668–69. http://dx.doi.org/10.1007/bf03397097.

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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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Gürlen, Eda. "An Analysis of Mathematics Curriculum at Secondary Level." Procedia - Social and Behavioral Sciences 174 (February 2015): 1404–7. http://dx.doi.org/10.1016/j.sbspro.2015.01.767.

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Çiftci, Orhan, and Enver Tatar. "Teachers' Opinions about the Updated Secondary Mathematics Curriculum." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 6, no. 2 (September 8, 2015): 285. http://dx.doi.org/10.16949/turcomat.15375.

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Choi, Inyong, Minho Song, Hwakyung Kim, and Inwoo Chung. "An Analysis on Singapore 2020 Secondary Mathematics Curriculum." Korean Association For Learner-Centered Curriculum And Instruction 21, no. 11 (June 15, 2021): 219–32. http://dx.doi.org/10.22251/jlcci.2021.21.11.219.

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Rind, Amjad Ali, and Shahid Hussain Mughal. "An Analysis of Pakistan’s National Curriculum of Mathematics at Secondary level." Electronic Journal of Education, Social Economics and Technology 1, no. 1 (August 30, 2020): 39–42. http://dx.doi.org/10.33122/ejeset.v1i1.4.

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The purpose of the study were to analyze the Curriculum document of National Curriculum of mathematics of secondary grades. The study employed qualitative research paradigm within it the discourse analysis technique was used to analyze the mathematics curriculum document. Discourse analysis helps in understanding the written, spoken and signs language used in any document analysis. The sample of the study were foreword, introduction, objectives, reviewer’s notes and list of reviewers, the sections of mathematics in the national curriculum of mathematics (2006) for secondary grades. The findings of the study revealed that the National Curriculum of mathematics (NCM) 2006 was focused on transfer of Knowledge. However, it neglected the conceptual understanding of essential subject matter. It has been also discovered that the content of the mathematics is not taught according to the prescribed curriculum. Moreover, standard were not implemented properly. The role learners were recipient of knowledge and that of teachers is transmitter .Thus, it neglected the participatory and constructive approach of teaching and learning mathematics. Moreover, the curriculum ideology was not considered while developing the mathematics curriculum. It is suggested that the curriculum developers should revisit the policy on social constructive approach so that curriculum can be taught conceptually rather than standard based. Moreover, formative assessment should be included throughout the year rather taking annual examinations. It is recommended that teachers should impart mathematics education by linking math to social context and encourage students to construct meanings socially.

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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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Dissertations / Theses on the topic "Secondary mathematics curriculum"

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Nivens, Ryan Andrew. "Using Script Coding in Secondary Mathematics Classes." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/2649.

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Hart, Brandon T. "The implementation of portfolio assessment into the secondary mathematics curriculum /." Electronic version (PDF), 2006. http://dl.uncw.edu/etd/2006/hartbt/brandonhart.pdf.

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Wang, Chih yoa. "Secondary School Teachers’ Conceptions of Mathematical Proofs and Their Role in the Learning of Mathematics." Thesis, Université d'Ottawa / University of Ottawa, 2020. http://hdl.handle.net/10393/40462.

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Mathematical proofs are a part of mathematics that involves thinking and reasoning, rather than computation. The conceptions of Ontario high school mathematics teachers, of what they consider to be mathematical proofs and the role proofs have in their teaching practice, were examined through the use of individual interviews (60 minutes per participant) and a focus group discussion (one 90 minute session). The transcripts were each analyzed through emergent coding before themes were formed from comparing codes across transcripts. The interpretive lens included looking at teacher beliefs on the nature of mathematics, roles of proofs, and mathematical authority. The participants distinguished their university experiences with mathematical proofs from their high school teaching experiences. They saw proofs through the Mathematical Process Expectation, Reasoning and Proving, and they also used proof-related words when describing how they would enact Reasoning and Proving. The participants valued the development of argumentation and sense-making, based on logic and reasoning, as an enduring life-skill, and outcome of school mathematics. The perspectives of the participants provided insight on how teachers inform their teaching practice with the Ontario Mathematics Curriculum. It also revealed some thoughts, desires, values, and struggles teachers may face when teaching mathematics.

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Hon, Yuen-sing Vincent. "Effectiveness of the changes in the Hong Kong mathematics curriculum an analysis of the trends in international mathematics and science study data /." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35418072.

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Knott, Axanthe. "The process of mathematisation in mathematical modelling of number patterns in secondary school mathematics." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/96027.

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Thesis (MEd)--Stellenbosch University, 2014.
ENGLISH ABSTRACT: Research has confirmed the educational value of mathematical modelling for learners of all abilities. The development of modelling competencies is essential in the modelling approach. Little research has been done to identify and develop the mathematising modelling competency for specific sections of the mathematics curriculum. The study investigates the development of mathematising competencies during the modelling of number pattern problems. The RME theory has been selected as the theoretical framework for the study because of its focus on mathematisation. Mathematising competencies are identified from current literature and developed into models for horizontal and vertical (complete) mathematisation. The complete mathematising competencies were developed for number patterns and mapped on a continuum. They are internalising, interpreting, structuring, symbolising, adjusting, organising and generalising. The study investigates the formulation of a hypothetical trajectory for algebra and its associated local instruction theory to describe how effectively learning occurs when the mathematising competencies are applied in the learning process. Guided reinvention, didactical phenomenology and emergent modelling are the three RME design heuristics to form an instructional theory and were integrated throughout the study to comply with the design-based research’s outcome: to develop a learning trajectory and the means to support the learning thereof. The results support research findings, that modelling competencies develop when learners partake in mathematical modelling and that a heterogeneous group of learners develop complete mathematising competencies through the learning of the modelling process. Recommendations for additional studies include investigations to measure the influence of mathematical modelling on individualised learning in secondary school mathematics.
AFRIKAANSE OPSOMMING: Navorsing steun die opvoedkundige waarde van modellering vir leerders met verskillende wiskundige vermoëns. Die ontwikkeling van modelleringsbevoegdhede is noodsaaklik in 'n modelleringsraamwerk. Daar is min navorsing wat die identifikasie en ontwikkeling van die bevoegdhede vir matematisering vir spesifieke afdelings van die wiskundekurrikulum beskryf. Die studie ondersoek die ontwikkeling van matematiseringsbevoegdhede tydens modellering van getalpatrone. Die Realistiese Wiskundeonderwysteorie is gekies as die teoretiese raamwerk vir die studie, omdat hierdie teorie die matematiseringsproses sentraal plaas. Matematiseringsbevoegdhede vanuit die bestaande literatuur is geïdentifiseer en ontwikkel tot modelle wat horisontale en vertikale (volledige) matematisering aandui. Hierdie matematiseringsbevoegdhede is spesifiek vir getalpatrone ontwikkel en op ‘n kontinuum geplaas. Hulle is internalisering, interpretasie, strukturering, simbolisering, aanpassing, organisering en veralgemening. Die studie lewer die formulering van ‘n hipotetiese leertrajek vir algebra, die gepaardgaande lokale onderrigteorie en beskryf hoe effektiewe leer plaasvind wanneer die ontwikkelde matematiseringsbevoegdhede volledig in die leerproses toegepas word. Die RME ontwikkellingsheuristieke, begeleidende herontdekking, didaktiese fenomenologie en ontluikende modellering, is geïntegreer in die studie sodat dit aan die uitkoms van ‘n ontwikkelingsondersoek voldoen. Die uitkoms is ‘n leertrajek en ‘n beskrywing hoe die leerproses ondersteun kan word. Die analise het tot die formulering van ‘n lokale-onderrig-teorie vir getalpatrone gelei. Die resultate van die studie kom ooreen met navorsingsbevindings dat modelleringsbevoegdhede ontwikkel wanneer leerders deelneem aan modelleringsaktiwiteite, en bewys dat ‘n groep leerders met gemengde vermoëns volledige matematiseringsbevoegdhede ontwikkel wanneer hulle deur die modelleringsproses werk. 'n Aanbeveling vir verdere navorsing is om die uitwerking van die modelleringsperspektief op individuele leer in hoërskool klaskamers te ondersoek.

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Mwakapenda, Willy Weston J., and mikewood@deakin edu au. "Using everyday experiences in teaching secondary mathematics in Malawi: Possibilities and constraints for change." Deakin University. School of Scientific and Developmental Studies, 2000. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20051017.111732.

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Proponents of socially and culturally oriented mathematics education have argued that teaching approaches which value and connect with the learner's prior knowledge and everyday experience are more likely to promote active, meaningful, relevant and liberatory learning than approaches which rely on transmission and abstract presentation of mathematical content. In Malawi, proposals to reform the outdated secondary mathematics curriculum have been made with the aim of aligning mathematics instruction with the social and political changes in the current Malawian society. Using a case study approach, this study investigated the extent to which everyday experiences could be used as a vehicle for changing the learning and teaching of secondary mathematics in Malawi. The study was collaborative, taking place over a period of five months in severely overcrowded and poorly resourced classes in two schools. It involved three mathematics teachers in a cycle of planning and teaching mathematics lessons based on the use of everyday experiences, and observation of and reflection on these lessons, in order to document the effects of using everyday experiences on student learning and teachers' teaching practices. The data was collected through student questionnaires; classroom observations and fieldnotes; interviews and reflective meetings with teachers; and informal meetings with key education officials in Malawi. Mathematics examination results from students involved in this study and a corresponding group from the previous year were collected. A reflective and critical approach was adopted in the interpretation and discussion of the data. Teachers' participation in this study resulted in heightened awareness of their teaching roles and the value of linking school mathematics with everyday experience. The study also shows that students found mathematics interesting and important to learn despite their lack of success in it. In addition, the study documented a number of constraints to change in mathematics instruction such as teachers' focus on mathematics content and examination requirements, and students' resistance to inquiry learning. It also recorded possibilities and barriers to collaboration both between teachers and researchers, and teachers themselves. The findings of this study are timely since they could serve to inform the reform of the Malawian secondary mathematics curriculum currently being undertaken, which began without a critical examination of the classroom conditions necessary to accommodate a socio-politically relevant mathematics education.

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Alummoottil, Joseph Michael. "The spiral curriculum, integrated teaching and structured learning of mathematics at the secondary level." Thesis, Rhodes University, 1990. http://hdl.handle.net/10962/d1003654.

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The investigator's experience of teaching mathematics at a college of education since 1983 has reinforced his conviction that trainee students come to college with significant gaps, weaknesses and faults in their (mathematical) conceptual structures, probably as a result of shortcomings in the mathematics teaching to which they have been exposed. The theme of this investigation is thus a natural choice that appeared to be of immediate relevance to secondary school mathematics teaching. The analysis of the issue leads to a unified perspective: the problem is placed in a theoretical framework where Bruner [spiral curriculum], Ausubel [structured learning] and Skemp [relational understanding] are brought together. How the curriculum, textbooks and examination influence school mathematics teaching is examined in some depth and the consequences investigated. Two specific topics, viz. the generalised Pythagorean relation and absolute value are investigated in relation to published work, curriculum and textbooks, and each (topic) is presented as a unifying theme in secondary mathematics to standard 9 pupils. The classroom exercise is assessed to test the hypothesis that structured, integrated presentation around a spiral curriculum promotes "relational understanding". Analysis of results supports the hypothesis.

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Er, S¿¿¿¿d¿¿¿¿ka Nihan. "Perceptions of High School Mathematics Teachers Regarding the 2005 Turkish Curriculum Reform and Its Effects on Students' Mathematical Proficiency and Their Success on National University Entrance Examinations." Ohio University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1336507934.

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Zanzali, Noor Azlan Ahmad, Abdul Halim Abdullah, Norulhuda Ismail, Aziz Nordin, and Johari Surif. "Comprehensive indicators of mathematics understanding among secondary school students." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-83216.

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Wong, Mau-wah. "Evaluation of a set of Hong Kong secondary school mathematics textbooks for form one and form two in light of the new curriculum." Click to view the E-thesis via HKUTO, 2003. http://sunzi.lib.hku.hk/hkuto/record/B31963560.

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Books on the topic "Secondary mathematics curriculum"

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Joong, Peter. Coping with the new mathematics curriculum. Toronto, ON: Educational Services Committee, OSSTF, 1999.

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Education, Ontario Ministry of. The Ontario curriculum grade 11: Mathematics. Toronto: Ontario Ministry of Education, 2006.

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Education, Ontario Ministry of. Mathematics: The Ontario curriculum, grades 1-8. [Toronto]: The Ministry, 1997.

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Computational experiment approach to advanced secondary mathematics curriculum. Dordrecht: Springer, 2014.

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Abramovich, Sergei. Computational Experiment Approach to Advanced Secondary Mathematics Curriculum. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-017-8622-5.

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Instruction, Washington (State) Superintendent of Public. Guidelines for 9-12 mathematics curriculum. Olympia, WA: Division of Instructional Programs and Services, Office of the Superintendent of Public Instruction, 1985.

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), Bellingham School District No 501 (Wash. Mathematics, computers curriculum guide: Bellingham High School. Bellingham, Wash: The Schools, 1988.

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Education, Ontario Ministry of. Mathematics: The Ontario curriculum, grades 9 and 10, 1999. [Toronto, Ont.]: The Ministry, 1999.

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Donna, Clendenin, Tresnak Mike, Berman Ernie, Winney Dianne, Williams Robert, Bidlack Cynthia, Rivers Project, National Science Foundation (U.S.), Dale Seymour Publications, and Southern Illinois University (System), eds. Rivers.: Curriculum guide. White Plains, NY: Dale Seymour Publications, 1998.

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Project, Core-Plus Mathematics, and Glencoe/McGraw-Hill, eds. Contemporary mathematics in context: A unified approach : Implementing the Core-Plus Mathematics curriculum. New York: Glencoe McGraw-Hill, 2003.

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Book chapters on the topic "Secondary mathematics curriculum"

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Smith, J. Philip. "Foreshadowing Ideas in Abstract Algebra: Reflections from the Secondary School Mathematics Curriculum Improvement Study." In Connecting Abstract Algebra to Secondary Mathematics, for Secondary Mathematics Teachers, 103–24. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-99214-3_6.

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Álvarez, James A. Mendoza, and Diana White. "Making Mathematical Connections Between Abstract Algebra and Secondary Mathematics Explicit: Implications for Curriculum, Research, and Faculty Professional Development." In Connecting Abstract Algebra to Secondary Mathematics, for Secondary Mathematics Teachers, 175–85. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-99214-3_9.

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Taylor, Peter, Divya Lala, Kariane Ouellet, and Stefanie Knebel. "Powerful Stories: The Hitchhiker’s Guide to the Secondary Mathematics Curriculum Landscape." In Teaching and Learning Secondary School Mathematics, 13–26. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-92390-1_3.

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Froelich, Amy G. "Developing a Statistics Curriculum for Future Secondary Mathematics Teachers." In Teaching Statistics in School Mathematics-Challenges for Teaching and Teacher Education, 27–31. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-1131-0_5.

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Abramovich, Sergei. "Theoretical Foundations of Computational Experiment Approach to Secondary Mathematics." In Computational Experiment Approach to Advanced Secondary Mathematics Curriculum, 1–23. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-017-8622-5_1.

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Ellerton, Nerida F., and M. A. Clements. "Mathematics in the Christ’s Hospital Curriculum Before 1673." In Samuel Pepys, Isaac Newton, James Hodgson, and the Beginnings of Secondary School Mathematics, 1–12. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-46657-6_1.

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Abramovich, Sergei. "One-Variable Equations and Inequalities: The Unity of Computational Experiment and Formal Demonstration." In Computational Experiment Approach to Advanced Secondary Mathematics Curriculum, 25–62. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-017-8622-5_2.

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Abramovich, Sergei. "Computationally Supported Study of Quadratic Functions Depending on Parameters." In Computational Experiment Approach to Advanced Secondary Mathematics Curriculum, 63–113. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-017-8622-5_3.

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Abramovich, Sergei. "Computational Experiment Approach to Equations with Parameters." In Computational Experiment Approach to Advanced Secondary Mathematics Curriculum, 115–63. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-017-8622-5_4.

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Abramovich, Sergei. "Inequalities with Parameters as Generators of New Meanings." In Computational Experiment Approach to Advanced Secondary Mathematics Curriculum, 165–205. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-017-8622-5_5.

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Conference papers on the topic "Secondary mathematics curriculum"

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Schoenefeld, Dale A., and Roger L. Wainwright. "Integration of discrete mathematics topics into the secondary mathematics curriculum using Mathematica." In the twenty-fourth SIGCSE technical symposium. New York, New York, USA: ACM Press, 1993. http://dx.doi.org/10.1145/169070.169353.

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Łyko, Janusz. "MODIFICATIONS OF BASIC CURRICULUM IN MATHEMATICS AT SECONDARY SCHOOLS INFLUENCING ACADEMIC SYLLABI IN POLAND." In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.1330.

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Andersone, Rudite, and Ineta Helmane. "Citizenship Education in the Mathematics Curriculum after the Reform of the Education Content in Latvia." In 14th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2021. http://dx.doi.org/10.22616/reep.2021.14.002.

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Immense transformations occur in the modern society. Values, human rights, democracy, engagement in the life of the local community, school and the society at large are the content issues to be learnt at school which help to develop into responsible citizens of the country. The issues of citizenship education have been more extensively included both in the teaching/learning content and its implementation in all school subjects, including mathematics. Citizenship education is viewed in three aspects: knowledge about the society, skills to form relations with other people, to establish a safe and supporting environment, to follow rules and norms, attitudes to responsibilities and rights. Mathematics as a school subject is a sphere that has been little researched regarding its content and learning strategies in the aspect of citizenship education. The aim of the study is to explore and assess what changes have taken place after the education content reform in the mathematics curriculum in citizenship education. The data in the qualitative study have been obtained employing documentary research. Three criteria with respective indicators have been chosen for the analysis of the mathematics curriculum: civic knowledge, civic skills, civic values and attitudes. The study analyses two curricula of teaching/learning mathematics that are effective in Latvia for basic school (Grades 1–9) and secondary school (Grades 10–12). The results of the analyses are represented in the comparison showing the data obtained in 2013 and data obtained in 2020. The mathematics curriculum has extensively incorporated skills for learning selfrespect and respect for others, developing the capacity to engage with each other, to contribute to a safe environment, as well as the skills to offer the opportunity to experiment practically with democratic principles, working alone, in small and bigger groups, listening to classmates’ opinions and giving arguments for their opinion. The innovation in the new mathematics curriculum is the inclusion of the transversal skills in the learning outcomes, including the civic participation.

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Juan Verdoy, Pablo, Maria Baldayo, Jesús Gil Gómez, and Gil Lorenzo Valentín. "EFFECTS OF THE METHODOLOGY SERVICE-LEARNING (SL) IN THE TEACHING OF MATHEMATICS IN A CURRICULUM ENRICHMENT SECONDARY EDUCATION COURSE." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.2103.

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Sönmez, Murat. "Shall We Continue Keeping High School Courses in Mechanical Engineering Curriculum?" In ASME 2014 12th Biennial Conference on Engineering Systems Design and Analysis. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/esda2014-20103.

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Since the entrance of the graduates of technical high schools to engineering programs is hindered, in application, the graduates of general or science high schools only are accepted to engineering education. For these students, four years are not sufficient to teach the basic and the related application courses of the profession. Looking at the existing curriculum of mechanical engineering, it can be seen that in the 1st Year, the physics and chemistry courses repeat the content of the ones given in high school education. The current approach considers the students as they come to university with inadequate and incomplete knowledge and therefore not ready to follow the engineering science courses. This approach underestimates and denies the high school education contrary to the main objective of its curriculum. The main objective of high schools (secondary schools) is expressed in the Laws and Regulations with such a statement: “General high schools do not prepare students for a specific profession but rather for higher education”. Today, the existing curriculum of Mechanical Engineering is to be renewed by some new science and application courses to satisfy the demands of labor market. However, the total course credit limit prevents such a renewal. In the face of this dilemma, the answer to this question becomes important: Should the university really repeat high school physics and chemistry? In science high schools and in science branch of general high schools the science and mathematics courses have the major importance. The students are well educated on physics, chemistry, biology and mathematics. They are provided with the necessary science and mathematics background that is required in engineering education. Although only the well-educated graduates of science and general high schools are admitted to engineering programs and the students are already ready to follow the engineering science courses thanks to their high school background, unfortunately in some universities (in Turkey in all) science courses part of engineering curricula is filled by physics and chemistry courses with the same content of the ones taught in high school.

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Robinson, Stefanie L., and Jennifer A. Mangold. "Implementing Engineering and Sustainability Curriculum in K-12 Education." In ASME 2013 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/imece2013-66693.

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Introducing students to engineering concepts in early education is critical, as literature has shown that students’ degree of comfort and acceptance of science and technology is developed very early on in their education. While introducing engineering as a potential profession in K-12 classrooms has its own merits, it has also proven itself to be useful as a teaching tool. Engineering can lend itself to concepts that can engage students in critical thinking, problem solving, as well as the development of math and science skills. In engineering higher education there has been an increased focus on industrial ecology and sustainability in order to help students understand the environmental and social context within today’s society. The authors of this paper discuss the importance of these attributes when introducing engineering to K-12 students. Engineering and sustainability are not two mutually exclusive concepts, but sustainability should be considered throughout the practice of the engineering discipline. The ADEPT (Applied Design Engineering Project Teams) program at the University of California, Berkeley was established to design and deploy a standards-based engineering curriculum for middle schools and high schools (grades 6–12) designed to integrate mathematics and science concepts in applied engineering projects, inspire secondary students, and strengthen the classroom experience of current and future faculty in math, science, and engineering. This paper discusses the importance of introducing engineering and sustainability in K-12 classrooms. Example modules that were developed through the ADEPT program are presented as well as a set of recommendations that were designed as a guideline for educators to incorporate engineering and sustainability in K-12 classrooms. While the module discussed here was designed for middle school students, the curriculum and criteria recommended can be adapted to primary and secondary education programs.

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Dudareva, Inese, Dace Namsone, and Liga Cakane. "THE USE OF ICT IN THE SCIENCE LESSONS: EXPERIENCE FROM LATVIA." In 1st International Baltic Symposium on Science and Technology Education. Scientia Socialis Ltd., 2015. http://dx.doi.org/10.33225/balticste/2015.39.

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The implementation of key competences in primary and secondary school education demanded the changes in the Science teaching practice in Latvia. The first research was initiated during the piloting the new curriculum in science and mathematics (2009 – 2011). Lesson observations were the main source of answers to the research: what ICT tools are used by teachers and students in science subjects? What information it gives to us for teachers CPD? Key words: lesson observation, ICT, teachers CPD needs.

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Birzina, Rita, Tamara Pigozne, and Sandra Lapina. "Trends in STEM Teaching and Learning within the Context of National Education Reform." In 14th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2021. http://dx.doi.org/10.22616/reep.2021.14.004.

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STEM (science, technology, engineering, and mathematics) education nowadays is considered priority. To implement it successfully, students must acquire not only STEM “hard” skills, but also “soft” skills, therefore the choice of teaching/learning methods is essential. Problem-based (PrBL) and projectbased learning (PjBL) aim both at the acquisition of science content using real life examples and the improvement of IT skills, critical thinking, decision-making, civil responsibility and cooperation skills. The aim of the research is to find out the use of PrBL and PjBL in the teaching/ learning of STEM in the context of national reform of Latvia. The design of mixed methods was used in the research. The correlative research was performed using QuestionPro e-platform and surveyed 128 STEM teachers and 257 secondary school students to collect quantitative data. As Latvia now is implementing the education reform, the case study for qualitative and quantitative analysis has been carried out using the AQUAD data processing programme and researching the secondary education biology basic course curriculum. This research identified that it was advisable to use practical cases, real everyday examples and project work that would increase students’ interest in science subjects to enable them to solve problems creatively by integrating the content of all STEM subjects. The biology curriculum mainly stresses students’ reproductive than productive work with information, the development of critical thinking by participating in discussions and cooperating, while not enough attention was paid to the use of problem solving in the teaching/ learning process and the implementation of the interdisciplinary project. The use of sensors, practical laboratory works and field study as specific methods of biology are little represented in the curriculum, which is a serious disadvantage. This means that the basic curriculum of biology in the context of national education reform is more oriented to the acquisition of transversal skills, not the development of competent science literacy.

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Cost, Diana, Jessica Chin, Ibrahim Zeid, Claire Duggan, and Sagar Kamarthi. "Effective Use of Engineering in Teaching Secondary STEAM Courses: A Robotics Course Example." In ASME 2013 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/imece2013-62569.

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Global Learning Charter Public School (GLCPS) is an urban secondary school located in the city of New Bedford, Massachusetts. GLCPS educates students in grades 5–12. It is a Title I school with over 74% of the student population on free and reduced lunch. Historically, only 60% of students graduating from New Bedford move on to postsecondary education. It is the goal of our school to change this and increase the number of students entering post secondary education and more specifically to increase their interest in STEAM (science, technology, engineering, arts, and math) fields. GLCPS provides a unique educational experience where students demonstrate academic excellence and mastery of essential skills. These skills include: technology literacy, public speaking, global citizenship and arts exploration. Incorporation of STEAM (science, technology, engineering, art, and mathematics) is a continued goal for our school. After attending teacher educator training/professional development in engineering-based learning (EBL), we decided to create a robotics course, which fully embedded EBL into the curriculum. The goal of this robotics course is two fold: 1) Combine engineering, math, science, and art/creativity into one course; and 2) engineering-based learning can impact the way students learn STEAM principles, retain STEAM theory, and apply them to real world, relevant applications. The purpose of this paper is to illustrate how engineering-based learning inspired and impacted the development of a robotics course in an urban, financially disadvantaged, secondary charter school. Specifically, we detail how the principles and tools of the engineering-based learning pedagogy affected the development and implementation of this robotics course. Lastly, we will demonstrate how EBL and the robotics course have changed student perceptions of science, engineering, and math.

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Carmo, Shirlene, Luís Souto, and Carlos Silva. "THE INTERDISCIPLINARITY OF FORENSIC SCIENCES IN THE EDUCATIONAL SPHERE: AN ANALYSIS OF THIS CONTEXT IN SECONDARY SCHOOL." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end041.

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Many students when entering higher education, mainly in courses of exact or natural sciences and engineering, have difficulties in following the initial contents taught, due in part to the lack of knowledge arising from unique traditional methodology applied during their training. Some graduations even promote leveling courses in order to try reducing the deficits brought from previous education. Subjects such as Differential and Integral Calculus that are on the curricular basis of these courses, show high failure rates, strongly linked to gaps in previously acquired knowledge in mathematics. These factors directly contribute to the increase in retention rates and school dropout. So, there is a relentless search for improvement in the teaching-learning of these sciences, in order to motivate students, still in required education to knowledge building. It is commonly observed that young people are very attracted to the scientific disclosures broadcast by the media, as can be seen in the investigative series, which use forensic expertise for solving cases of a judiciary nature. In this sense, this work aimed to summarize studies that have been developed and implemented about the use of forensic sciences in the promotion of teaching-learning in secondary schools. The methodology was based on exploratory qualitative research. The results are based on experiences that occurred in the school context in USA, Brazil and Portugal, where it appears that students are more involved in the development of educational activities when integrated in a forensic like context, benefiting from collaborative work when trying to arrive to a common goal, similar to the assignment of a true forensic scientist. This allows them to recognize the importance of these contents, facilitates the presentation before the classroom, while improving the interaction with the social environment in which they are inserted. Teacher’s feedback confirms the beneficial implementation of these activities in the educational context and considers it with potential to attract attention and awaken the interest of these students in the sciences, thus improving the comprehension of theoretical concepts of the contents integrated in the school curriculum. The interdisciplinarity implemented on the production and socialization of knowledge is necessary and decisive to promote effective teaching and learning. The Forensic Sciences contemplate this interdisciplinarity and contribute that students feel more involved and motivated in learning, reducing retention rates and school dropout and increasing the search for science and technological careers.

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Reports on the topic "Secondary mathematics curriculum"

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Sowa, Patience, Rachel Jordan, Wendi Ralaingita, and Benjamin Piper. Higher Grounds: Practical Guidelines for Forging Learning Pathways in Upper Primary Education. RTI Press, May 2021. http://dx.doi.org/10.3768/rtipress.2021.op.0069.2105.

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To address chronically low primary school completion rates and the disconnect between learners’ skills at the end of primary school and the skills learners need to thrive in secondary school identified in many low- and middle-income countries, more investment is needed to improve the quality of teaching and learning in upper primary grades. Accordingly, we provide guidelines for improving five components of upper primary education: (1) In-service teacher professional development and pre-service preparation to improve and enhance teacher quality; (2) a focus on mathematics, literacy, and core content-area subjects; (3) assessment for learning; (4) high-quality teaching and learning materials; and (5) positive school climates. We provide foundational guiding principles and recommendations for intervention design and implementation for each component. Additionally, we discuss and propose how to structure and design pre-service teacher preparation and in-service teacher training and ongoing support, fortified by materials design and assessment, to help teachers determine where learners are in developmental progressions, move learners towards mastery, and differentiate and support learners who have fallen behind. We provide additional suggestions for integrating a whole-school climate curriculum, social-emotional learning, and school-related gender-based violence prevention strategies to address the internal and societal changes learners often face as they enter upper primary.

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