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A central problem of the teaching of the mathematics of the Deaf is communication between teacher and student, a situation that requires the recognition of the Languages of Signs as naturals. Our research starts from this principle and is oriented to the understanding of the Mexican Sign Language (LSM) in its relation mathematical notions that are developed in the classroom of Deaf, specifically to the one of its grammar and to the construction of Signs related to notions of the decimal metric system (DMS). A communication model is proposed to develop three processes in the classroom: teaching, research and inquiry that led to the construction of Signs pertinent to each of nine notions: seven of mathematics and two of instruments of measurement. It was performed in real - time conditions in the classroom with eight young Deaf people. The results show the relevance of the above described recognition and the necessary presence of the written language. [ABSTRACT FROM AUTHOR]

The article presents a lesson plan to teach Grade 6 to 8 students about the characteristics of matter at nanoscale, and to learn basic knowledge of measurements, conversions, and metric units.

Metric scale is an important concept taught as part of science curricula across different countries. This study explored metric and relative (body-length) scale concepts of inservice (N = 92) and preservice (N = 134) teachers from Austria, and Taiwan, and their concepts were compared with those of teachers from the USA. Participants completed three assessments: theScale Anchoring Objects(SAO),Scale of Objects Questionnaire(SOQ), and a subsample of participants were interviewed with theLearning Scale Interview.A Rasch analysis was conducted with the SAO and SOQ and results showed that the Rasch model held for these assessments, indicating that there is an underlying common dimension to understanding scale. Further analyses showed that accuracy of knowledge of scale measured by the SAO and SOQ was not related to professional experience. There were significant differences in teachers’ accuracy of scale concepts by nationality. This was true for both metric and body-length SAO assessments.Post hoccomparisons showed that the Austrian and Taiwanese participants were significantly more accurate than the US sample on the SAO and SOQ. The Austrian participants scored significantly higher than the US and the Taiwanese participants. The results of the interviews showed that the Taiwanese experienced teacher participants were more likely to report learning size and scale through in-school experiences than the Austrian or the US participants. US teachers reported learning size and scale most often through participating in hobbies and sports, Taiwanese teachers reported learning scale through sports and reading, and Austrian teachers most often noted that they learned about scale through travel. [ABSTRACT FROM PUBLISHER]

The use of media for getting information and entertainment is continuously increasing as compared to the use of printed material (other than text books) among school age children. It is assumed that the increased variety of inventions in electronic media such as television, videogames, music players, movies player and Internet, have become important part of the life of school children, aged 10 to 16 years. This is the main cause of decline in reading culture in these children. This study examined the usage of media as compared to printed material by school children. Random sampling is adopted in this study. The sample size is 350 students of different metric system schools of Karachi. A questionnaire is used for the collection of data which consist of open ended as well as some closed ended questions. The data is analyzed on statistical analysis. [ABSTRACT FROM AUTHOR]

A study about the International System of Units (SI) in secondary education (from 13 to 18 years old) is presented as a way to check the students' knowledge about the seven basic quantities and units they usually use in the classroom. The possible reasons for the deficiencies found in the base and derived quantities have been analysed in the science curriculum. In spite of being international, the system offered has been proved to be totally unknown by a majority. [ABSTRACT FROM AUTHOR]

This paper documents the pedagogical content knowledge (PCK) of four university professors in General Chemistry for the topic 'amount of substance'; a fundamental quantity of the International System of Units (SI). The research method involved the development of a Content Representation and the application of Mortimer's Conceptual Profile Model to evaluate the way in which participants structured their knowledge of the topic. Five conceptual profile zones were defined: perceptive/intuitive, empiricist, formalist, rationalist, and formal rationalist. These zones were then used as criteria to classify participants' PCK as articulated in the framework of their Content Representations. As a consequence, four different conceptual profile graphs were constructed by plotting the percentage of times that each conceptual profile zone appeared. These conceptual profile graphs revealed the ways in which each professor conceptualised his or her teaching of 'amount of substance'. [ABSTRACT FROM AUTHOR]

Presents the lesson designed by the author on metric volumes. Objectives; Rationale; Research background; Outline; Procedure; Notes.

The article describes several changes in mathematics curriculum of Alberta high school sconce 1980. It states that since 1980 the syllabus of mathematics has undergone reform in which metric system was adopted which was necessary and some topics of geometry has to be teached with different approach due to development in mathematics. It mentions that high school mathematics textbooks' language is casual and it also contains several errors.

Focuses on the clarification of measurement units mole and mole per liter for chemistry students. Lack of adequate description of the International System of Units (SI); Overview of the historical development of SI; Definition of the units of measurement.

Shares science activities focused on students' creation of various kinds of measurements to familiarize students with the units and systems of the metric system. Activities include the estimation of measurements, taking of measurements accurately and recording data with proper units; Suggestions on how to alter activities to suit specific student needs or class objectives.

Focuses on the Omnibus Trade and Competitiveness Act and its provisions. Use of the International System of Units or the metric system by 1996; Impact on math and science teaching; Effects on language arts and social studies; Development of relationship skills and applications skills in students for an operational understanding of the metric system; Model for teaching.

The article recommends a method of teaching the metric system to U.S. public elementary school students. The practical use of the system in business life is one of the reasons for the importance of teaching the metric system. Teachers must exhibit to the class a meter to be handled and used by the students. They also need to teach the meter in relation to the surface and then to solids.

Focuses on the teaching of metric conversions to students using Kool-Aid fruit juice mix. Materials needed; Procedures; Evaluation of the conversion lessons learned by students.

Presents an article which examined an exercise that introduced students to scientific measurements by using edible metric units in a science laboratory. Details on the approach students used in this exercise; Required equipment and supplies used in the study; Identity of the edible materials used.

Presents a strategy in teaching metric estimation among high school students. Details of the strategy; Effectiveness.

The article focuses on the advantages of the metric system in the teaching of arithmetic. Such system enables the teacher to conduct mentally 80 percent of all the practice in arithmetic. In Germany, as soon as the German child knows the notation and numeration up to 1,000, he is made to apply to numbers, meters, liters and grams. For the measures are taught right along with numeration and notation, the pupils need not study tables.

Gives advice on the teaching of the metric system. Problem with teaching the reduction of non-metric denominations to metric; Approach used in comparing the method of the English and metric systems; Technique in writing metric quantities.