High School Mathematics Classes Research Articles

Multiplying Success: Small-Group Instruction in an Early College High School Mathematics Class

The study was conducted in an early college high school’s 9th-grade Precalculus class and focused on how differentiated small-group math centers impact students’ course grades and overall math progress. Students’ math journals were evaluated on how effective students find the Precalculus math centers to improve their math progress and grade. A paired sample t-test showed that students significantly improved their course grades and overall math knowledge over twelve weeks of instruction. However, students’ views about the small group instruction differed greatly. Working in small group math centers is an effective instructional method. Advanced students can move through the curriculum faster and work on enrichment, while others are given extra time and support to reach proficiency. It is, however, significantly more time-consuming than the traditional lecture/practice method. Capitalizing on the effectiveness of small group instruction is only possible after finding a way to reduce the time it takes to prepare for the centers.

PECULIARITIES OF ORGANIZING BLENDED LEARNING IN HIGH SCHOOL MATHEMATICS LESSONS

The article is devoted to the study of the peculiarities of organizing blended learning in high school mathematics lessons. The author characterizes the combination of traditional methods and modern digital technologies in blended learning, which provide students with the opportunity to actively engage in the process of learning. Various aspects of the organization of blended learning in mathematics lessons are formulated. The use of interactive electronic resources to improve students' understanding of mathematical concepts is investigated.The influence of the blended learning approach on students' learning outcomes, their motivation and independence is demonstrated. The role of the teacher as a mediator in blended learning and methods for engaging students in working with digital communications are considered. The importance of blended learning in high school mathematics classes is revealed and tips for the optimal organization of such an educational process are highlighted. The potential challenges associated with the organization of blended learning in high school mathematics lessons are outlined: the need to establish access to digital resources and the Internet, teacher support with information technology, tracking student progress and feedback. The advantages of blended learning are presented: individualization, greater student engagement, more flexible scheduling, etc.Tips for the optimal organization of blended learning in high school mathematics classes are highlighted. The author emphasizes the need to establish access to digital resources and the Internet, as well as to support teachers with information technology. An important aspect is also tracking students' progress and providing feedback to support their learning.In general, the article emphasizes the importance of blended learning in high school mathematics classes and its positive impact on the quality of learning and student development. Integration of digital technologies helps to create a stimulating learning environment, promotes active participation of students in the learning process and develops their knowledge and skills. However, it is important to keep in mind the potential challenges that may arise when organizing blended learning and to provide adequate support for the successful implementation of this educational process.

Differential Teachers’ Attention to Boys and Girls in Mathematics Whole Class Interaction Sequences

The relationship of gender to the quality and type of interaction in the mathematics classroom is a question that has concerned researchers for some time. Past studies have indicated that patterns of interaction can be gender-specific, despite individual teachers regarding themselves as teaching in a gender-neutral manner. Drawing on interaction theory and socialization theory, this quantitative observational study tracked the number and type of interactions in 38 high school Mathematics classes across three schools, involving 899 students and 26 teachers (12 male, 14 female). The study investigated whether there were significant gender differences in the treatment of students during their engagement in different types of questioning behavior. It found that there were significant gender differences at student level that favored boys, but that questioning behaviors amongst individual teachers were highly variable. Teachers’ gender did not explain the differences. It is recommended that gender awareness be incorporated into teacher training.

Measuring self‐regulated learning in a junior high school mathematics classroom: Combining aptitude and event measures in digital learning materials

AbstractBackgroundMeasurement of students' self‐regulation skills is an active topic in education research, as effective assessment helps devising support interventions to foster academic achievement. Measures based on event tracing usually require large amounts of data (e.g., MOOCs and large courses), while aptitude measures are often qualitative and need careful interpretation. Precise and interpretable evaluation of self‐regulation skills in a normal K‐12 classroom thus poses a challenge.ObjectivesThe present study proposes and explores a learning analytics method of combining aptitude and event measures to evaluate student's self‐regulation skills.MethodsAn explorative learning analytics study was conducted in a junior high school mathematics class ( students), using a three‐lesson intervention with digital learning materials. Students first assessed their self‐regulation skills with a self‐report questionnaire, after which trace logs and observations of student behaviour were collected. Learning sessions were extracted from trace logs, clustered, and linked to learning strategies. Students were clustered by the self‐report results and learning behaviour profiles. Session clusters, student behaviour clusters and assignment grades were also tested for association.Results and ConclusionsThe detected session and student behaviour types were linked to learning tactics and strategies found in prior studies. Additionally, association was found between self‐reported self‐regulation skills and the student behaviour obtained from trace logs.ImplicationsThe results demonstrate the feasibility of concurrently using aptitude and event measures on a classroom scale, providing teachers with a tool to evaluate and support self‐regulated learning. Combined with further measures like predictive learning analytics, teachers can obtain an early and highly interpretable picture of at‐risk students in their classes.

Identification of characteristics of didactic and meta-didactic mathematical knowledge of novice and expert teachers when reflecting on class episodes

This article describes the didactic analysis carried out by an expert teacher and a novice teacher, based on the didactic suitability criteria (DSC) of the Onto Semiotic Approach (OSA) when analyzing episodes of a high school mathematics class in Costa Rica. This is a qualitative investigation with an interpretive hermeneutic approach. First, a questionnaire was applied to the two participants, to classify them as novice and expert, based on certain defined characteristics. Both teachers then analyzed three video segments using a guide for didactic analysis and, finally, an interview was conducted to elaborate on the reflections previously obtained. The data analysis focused on identification, classification, and comparison of elements in each of the video segments with reference to the OSA’s DSC indicators. The results show that there are differences and similarities between the didactic analysis carried out by these teachers. It is concluded that the novice teacher provides a more descriptive analysis, in which errors are not specified, and focuses on the activities carried out by his students, while the expert teacher, who provides a thoughtful evaluative analysis of, identifying errors in the concepts and focusing his analysis on the teacher’s actions and performance in the video segments.

Exploring the Effectiveness of Two Types of Virtual Reality Headsets for Teaching High School Mathematics

This study examines the integration of virtual reality (VR) information technology in the teaching of systems of linear equations in three variables in a high school mathematics class. More broadly, the study investigates the effectiveness of digital teaching with respect to the learning process. The study tests two auxiliary teaching systems: a desktop-based VR system and an all-in-one VR system. Before and after the experiment, participants were asked to complete a questionnaire, and post-experiment interviews were conducted with both students and teachers, both of which provided quantitative and qualitative data for analysis. The result of data show that VR technology is a suitable tool for teaching high school mathematics, when it combined with the tradition curriculum were well-received and facilitate effective learning. In addition, the desktop-based VR system is found to be superior to the all-in-one VR system in terms of learning effectiveness since the high-efficiency display and better control.

Practice of Mathematical Activities Using Salt Mountains in High School Mathematics Class

Practice of Mathematical Activities Using Salt Mountains in High School Mathematics Class

The Proportion of Cognitive Aspects of Question in Mathematics Textbook Based on Marzano's Taxonomy: An Indonesian Case in Implementing New Curriculum

Mathematical textbooks are one source of learning that has an important role in learning activities. But the existence of the government-issued mathematics textbook (BSE) which is currently widely used in class X high schools, still does not know the quality of its cognitive aspects. The purpose of this study was to find out the questions contained in class X high school mathematics textbooks had met the criteria of a good question according to the Marzano cognitive aspects. Qualitative descriptive research was used to analyze competency test questions in mathematics books. Data was collected through a question categorization checklist based on Marzano's cognitive aspects validated by experts. Guidelines for question analysis based on Marzano's taxonomy's cognitive aspects consisted of levels of cognitive retrieval, levels of cognitive understanding, levels of cognitive analysis, and levels of cognitive knowledge. The results showed that the percentage of question distribution for the recall rate was 17%, at an understanding level of 14%, 30% analysis level, and 39% knowledge level; in other words, cognitive distribution in high school mathematics class X textbooks was still not ideal according to proportional allocation of aspects cognitive

The Proportion of Cognitive Aspects of Question in Mathematics Textbook Based on Marzano's Taxonomy: An Indonesian Case in Implementing New Curriculum

Mathematical textbooks are one source of learning that has an important role in learning activities. But the existence of the government-issued mathematics textbook (BSE) which is currently widely used in class X high schools, still does not know the quality of its cognitive aspects. The purpose of this study was to find out the questions contained in class X high school mathematics textbooks had met the criteria of a good question according to the Marzano cognitive aspects. Qualitative descriptive research was used to analyze competency test questions in mathematics books. Data was collected through a question categorization checklist based on Marzano's cognitive aspects validated by experts. Guidelines for question analysis based on Marzano's taxonomy's cognitive aspects consisted of levels of cognitive retrieval, levels of cognitive understanding, levels of cognitive analysis, and levels of cognitive knowledge. The results showed that the percentage of question distribution for the recall rate was 17%, at an understanding level of 14%, 30% analysis level, and 39% knowledge level; in other words, cognitive distribution in high school mathematics class X textbooks was still not ideal according to proportional allocation of aspects cognitive.

Role Assignment Analysis of an Assistive Robotic Platform in a High School Mathematics Class, Through a Gamification and Usability Evaluation

This project implements an assistive robotic platform in a mathematics high school class to support the professor’s teaching process while analyzing its performance by using a gamification approach and the Octalysis framework. The results obtained from this study evaluated both the platform usability and the general class perception from the students and the professors involved in the experimentation. This paper demonstrates that the implementation of a robotic platform as a supportive tool for the professor improves the class’ dynamism and the cooperative behavior of the students, by following the Octalysis approach. Finally, the results helped to determine a better role assignment for future cases where the professor implements a robotic platform during class, leaving the theoretical explanations and class control to the professor, and giving the robot the role of enhancing the activities and review exercises.

Integrating digital technology in mathematics education: a Swedish case study

ABSTRACT Integrating digital technology in education is challenging. This study reports on three high school mathematics classes where teachers attempted to improve their teaching and student learning by using a digital tool. For analysis we use the Information System Artifact model Lee et al. (2015) which distinguishes between three integrated sub-artifacts, the technological, the informational and the social and the Structurational Practice Lens to educational technology Halperin (2017). Using interviews and observations we find the major obstacle for student learning is a less developed social artifact. Students have difficulties using the tool effectively when teachers do not work to develop shared practices in technology use. When teachers do not themselves use the tool actively, they do not fully understand how students can learn from it, neither can they help them in synthesizing teacher- and tool instructions. Students end up having “two masters” competing rather than integrated teacher instruction and technology assistance.

Conceptual Reception of Definite Integral among Students in High School Mathematics Classes

Conceptual Reception of Definite Integral among Students in High School Mathematics Classes

Respond or Dismiss: Interactions That May Support Loving, Bullying and Solitude in Mathematics

We develop an analytical frame to support reflection on how love, bullying and solitude appear in communication in mathematics classrooms. The frame distinguishes among communication acts that are responsive or dismissive to others, and identifies how the acts draw on authority to open or close dialogue. Our examination of high school students’ language repertoires revealed that their communication acts influence both their development of mathematics and their interpersonal relationships. To illustrate the framework in use, we draw on transcripts from group interactions in one high school mathematics class. We consider how the particular kinds of communication acts may support and develop caring, antagonism or reclusion. The illustrative analysis illuminates the complexity of human relationships—how communication acts in mathematics classrooms intertwine personal autonomy, interpersonal positioning, and how these communication acts are intertwined with interpersonal positioning.

Whole-Class Implementation of the Self-Determined Learning Model of Instruction in Inclusive High School Mathematics Classes

Abstract Skills associated with self-determination (e.g., self-regulation, problem solving, goal-setting, planning) are infused throughout all secondary content standards, including career and college readiness standards for which all students are responsible. Given research demonstrating the link between self-determination and positive school and post-school outcomes, there is a need to examine the implementation and outcomes of instruction related to self-determination in inclusive general education classrooms. This article reports findings of a one-group, pretest-posttest design examining the impact of the Self-Determined Learning Model of Instruction (SDLMI), a model of instruction designed to be implemented by teachers to support students to learn skills associated with self-determination, on goal achievement of adolescents with and without disabilities in inclusive high school Algebra classrooms. Findings suggest that participants with and without disabilities attained educationally-relevant goals related to math following intervention. Directions for future research and practice are discussed.

6 Essential Questions for Problem Solving

Increase students' access to and success with complex quadratic function tasks in any middle school, high school, or early college mathematics class.

Discourse Analysis of Interpersonal Meaning to Understand the Discrepancy between Teacher Knowing and Practice

Background:As is well known to all bridging teacher knowledge or learning with practice is not a straightforward task. This paper aims to explore this discrepancy between a mathematics teacher’s knowing and practices and to offer ways of alignment between the two based on the social/interpersonal meanings and their realization through teacher’s discourse.Material and methods:In this study we utilized discourse analysis of interpersonal meanings within a high school mathematics class mainly by focusing on the mathematics teacher’s discourseResults:We have found that an interpersonal meaning manifested by teacher’s discourse establishes counterproductive social roles and relationships for the knowing/learning to come alive.Conclusions:We conclude that the realization of interpersonal meanings can hinder or support the generation of ideas within the classroom: both for teacher’s knowing and student’s mathematical meaning making

電気エネルギーを教材として活用した高等学校数学の授業構築

電気エネルギーを教材として活用した高等学校数学の授業構築

스토리텔링 수학 모델 교과서의 개발 원리와 현장적용 가능성에 대한 연구

본 연구의 목적은 수학교육에서 스토티텔링의 의미와 스토리텔링 수학 모델 교과서의 개발 원리를 문헌을 통해 도출하고, 개발된 교과서의 현장적용 결과를 보고함으로써 스토리텔링 수학 모델 교과서의 적용가능성을 탐색하려는 것이다. 스토리텔링 수학 모델 교과서는 학생들이 수학을 흥미 있고 의미 있게 학습할 수 있도록 개발한 교과서이다. 교과서의 학습 효과를 극대화할 수 있도록 개발 원리로 맥락성의 원리, 과정지향성의 원리, 소통의 원리, 다양성의 원리를 제안하였다. 또한 수학 모델 교과서의 적용 가능성을 판단하기 위해 현장적용을 실시하였다. 설문지 분석과 면담분석을 통해 스토리텔링 수학 모델 교과서가 교수 학습 방법에서 의미 있는 시도이며 수학을 흥미 있게 학습할 수 있는 대안이 될 수 있음을 알 수 있었다. 마지막으로 스토리텔링 수학 모델 교과서를 개발할 때 고려해야 할 부분에 대한 함의점을 제안하였다. The purpose of this research is to investigate the principles for the development of mathematics textbook based on storytelling through literature review, textbook development, and classroom implementation. Mathematics textbook based on storytelling has been developed to help students learn mathematics interesting and meaningful. The principle for the development principles include as the principle of context, process-oriented, communication, and diversity. The developed mathematics textbooks was implemented in high school mathematics classes in order to investigate the effectiveness of the textbooks. We analyzed the data collected by the survey and the interview to find that the mathematics textbook based on storytelling had positive effect on teaching and learning of mathematics. We discussed the implication for the future development and implementation of mathematics textbook based on storytelling.

Individual Knowledge Integration Through a Collaborative Integration Process in a High School Mathematics Class :

Individual Knowledge Integration Through a Collaborative Integration Process in a High School Mathematics Class :

Fostering Conceptual Understanding of Exponential Functions Through Collaborative Learning in a High School Mathematics Class

Fostering Conceptual Understanding of Exponential Functions Through Collaborative Learning in a High School Mathematics Class