Opening the Algebra Gate: Removing Obstacles to Success in College Preparatory Mathematics Courses

1990 ◽  
Vol 59 (3) ◽  
pp. 392 ◽  
Author(s):  
Mieko Kamii
Keyword(s):  
College Preparatory ◽  
Mathematics Courses ◽  
College Preparatory Mathematics ◽  
Preparatory Mathematics

Graphical Mathematics for the Preengineering and Science Student

1972 ◽  
Vol 65 (8) ◽  
pp. 691-697
Author(s):  
Richard L. Elkins ◽  
William A. Wockenfuss
Keyword(s):  
Mathematical Theory ◽  
College Preparatory ◽  
Graphical Methods ◽  
Science Student ◽  
Mathematics Courses ◽  
College Preparatory Mathematics ◽  
Preparatory Mathematics

A Picture is worth a thousand words! All of us are familiar with this cliche, hut have we given any thought to applying it to our college preparatory mathematics courses? Graphical methods can certainly help foster an understanding of the physical concepts of mathematical theory and the application of the theory.

Some Suggestions for Courses in Mathematics for Non-College Preparatory Students

1919 ◽  
Vol 11 (4) ◽  
pp. 165-171
Author(s):  
Clarence E. Paddock ◽  
Harold B. Garland ◽  
Charles E. Haigler ◽  
Elmer Case ◽  
Thomas G. Rees
Keyword(s):  
High Schools ◽  
Secondary School ◽  
College Preparatory ◽  
Future Prospects ◽  
Local Conditions ◽  
College Preparatory Mathematics ◽  
The Subject ◽  
College Preparatory Students ◽  
Life Work ◽  
Preparatory Mathematics

The question of college preparatory mathematics has been so long under discussion in all its aspects that it would appear that special attention is due the pupil who does not expect to go to college, and for whom the secondary institution is the finishing school. Valuable as are the standard courses in mathematics as given in most high schools, other material can unquestionably be substituted for at least a part of them which will be of more immediate practical use to the pupil who expects to take up his life work immediately after leaving the high or other secondary school. It is manifestly impossible to suggest courses which will be applicable to all schools, or even to all schools of a given type, due to widely varying local conditions as well as to great differences in the caliber and future prospects of the pupils. The committee has spent much time and thought upon the subject and finds it difficult to recommend a complete definite course for any school, preferring rather to offer suggestions which may be the means of inspiring our schools to improve present courses or to construct practical and useful ones for our boys and girls.

Revision of College Preparatory Mathematics

1926 ◽  
Vol 19 (6) ◽  
pp. 321-328
Author(s):  
Marie Gugle
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
General Public ◽  
College Preparatory ◽  
College Entrance ◽  
Public Interests ◽  
Variable Quantity ◽  
College Preparatory Mathematics ◽  
Preparatory Mathematics

College entrance mathematics is a variable quantity; until recently each college set its own entrance requirements. As President Butler said, they “were going their several ways with sublime unconcern for the policies of other colleges, for the needs of secondary schools, or for the general public interests…. No secondary school could adjust its work and its program to their requirements.”

College Preparatory Mathematics: Preparation for What?

1968 ◽  
Vol 61 (1) ◽  
pp. 46-49
Author(s):  
Charles R. Eilber
Keyword(s):  
Secondary School ◽  
Mathematics Curriculum ◽  
School Mathematics ◽  
College Preparatory ◽  
Secondary School Mathematics ◽  
Major Aspect ◽  
The Future ◽  
College Preparatory Mathematics ◽  
Mathematics Preparation ◽  
Preparatory Mathematics

DESPITE the great amount of attention focused on the secondary school mathematics curriculum in recent years, there remains a major aspect of the teaching of college preparatory mathematics which has been consistently overlooked. While there seems to be little question that the content and approach of the modern curricula are significant and relevant to the needs and purposes of the future mathematician, engineer, physicist, and statistician, the relevance of the secondary school college preparatory mathematics curriculum to the lives of the future historian, musician, teacher of English, or any articulate layman is doubtful.

College Entrance Mathematics in the Year 2000

1984 ◽  
Vol 77 (6) ◽  
pp. 422-428
Author(s):  
Stephen B. Maurer
Keyword(s):  
College Preparatory ◽  
College Entrance ◽  
College Preparatory Mathematics ◽  
Mathematics Program ◽  
Year 2000 ◽  
Preparatory Mathematics

What will the college preparatory mathematics program look like in the year 2000? I shall try to tell you.

Teaching Basic Mathematics and Survival Skills

1985 ◽  
Vol 78 (9) ◽  
pp. 668-671
Author(s):  
Patricia Frey-Mason
Keyword(s):  
High School ◽  
The State ◽  
College Preparatory ◽  
Test Set ◽  
Mathematics Courses ◽  
College Preparatory Mathematics ◽  
Teaching Of Mathematics ◽  
Survival Skills ◽  
Set Up ◽  
High School Diplomas

In this age of computers and with the emphasis on the teaching of mathematics, we are apt to forget the needs of our most “basic” students. I define basic students as those aspiring to high school diplomas but not having the ability to succeed in college preparatory mathematics courses. We require these students to pass a year of basic arithmetic, usually called general mathematics, geared toward enabling them to pass a minimum-competency test set up by the state.

Twelfth-Grade Mathematics in U.S. High Schools: A Report from the Second International Mathematics Study

1985 ◽  
Vol 78 (4) ◽  
pp. 292-300
Author(s):  
Curtis C. McKnight ◽  
Kenneth J. Travers ◽  
John A. Dossey
Keyword(s):  
High Schools ◽  
Mathematics Achievement ◽  
Attitudes Toward Mathematics ◽  
College Preparatory ◽  
Mathematics Students ◽  
Secondary Schooling ◽  
College Preparatory Mathematics ◽  
Twelfth Grade ◽  
The U.S ◽  
Preparatory Mathematics

What mathematics is taught to twelfth grade students in high schools in the U.S. who are enrolled in at least their fourth year of college preparatory mathematics? What are the teachers like who provide this instruction? How do they spend their time? How do the students spend their time? How well do the students do? What are their attitudes toward mathematics? Do they gain much in mathematics achievement during the year? How does their achievement compare with that of students at the end of secondary schooling in other countries? How do they compare with twelfth-grade college preparatory mathematics students of twenty years ago?

Sign in / Sign up

Export Citation Format

Share Document