High School Mathematics, Course 3

1969 ◽  
Vol 53 (384) ◽  
pp. 191
Author(s):  
Geoffrey Matthews ◽  
Max Beberman ◽  
Herbert E. Vaughan
Keyword(s):  
High School ◽  
School Mathematics ◽  
High School Mathematics ◽  
Mathematics Course

Sound Off!: Two High School Mathematics Curricular Paths—Which One to Take?

2009 ◽  
Vol 102 (8) ◽  
pp. 568-570
Author(s):  
Robert Reys ◽  
Rustin Reys
Keyword(s):  
High School ◽  
High Schools ◽  
School Mathematics ◽  
The Other ◽  
High School Mathematics ◽  
Specific Subject ◽  
Course Sequences ◽  
Organizational Choice ◽  
Mathematics Course

High schools are requiring students to complete more years of mathematics in order to graduate (Reys et al. 2007). This requirement raises several questions for schools, teachers, students, and parents. In particular, what mathematics should students study, and how should that mathematics be organized? High school mathematics programs today use two different mathematics course sequences. One sequence focuses each course on a specific subject (algebra, geometry, algebra, or precalculus), while the other integrates mathematical strands throughout each course. Choosing between subject-based and integrated course sequences stimulates discussions about-and often controversy over—which organizational choice is best and for whom.

Involve the Community

1993 ◽  
Vol 86 (6) ◽  
pp. 442-448
Author(s):  
Sue Jackson Barnes
Keyword(s):  
High School ◽  
Mathematics Teachers ◽  
Daily Basis ◽  
School Mathematics ◽  
Mathematics Students ◽  
High School Mathematics ◽  
Know How ◽  
Banking Activity ◽  
And Mathematics ◽  
Mathematics Course

Many high school mathematics students unrealistically believe that if they can just finish one more general mathematics course, they will never again have to face mathematics. They realize that they must know how to write checks and are quite eager to learn about managing a checking account. Other than this banking activity, they are quite sure that only engineers and mathematics teachers use mathematics on a daily basis. When asked about such items as taxes and insurance, the stock answer is, “Oh, I'll just let my accountant take care of things like that!”

scholarly journals An Evaluation of the Mathematics Foundation Course in Sultan Qaboos University: Does High School Performance Matter?

2018 ◽  
Vol 22 (2) ◽  
pp. 96
Author(s):  
Mohammad Mazharul Islam ◽  
Asma Al-Ghassani ◽  
Ahmed Y.S. Al-Hadhrami
Keyword(s):  
High School ◽  
School Performance ◽  
Female Students ◽  
School Mathematics ◽  
Male Students ◽  
High School Mathematics ◽  
Spring Semester ◽  
Sultan Qaboos University ◽  
High School Performance ◽  
Mathematics Course

Although the mathematics foundation program was introduced in Sultan Qaboos University (SQU) half a decade ago, there has been no evaluation or assessment of the program. The aim of this study was to evaluate the students’ performance in the Mathematics foundation course in SQU and to examine the predictive value of  a student’s high school performance for success in the math foundation course. The study considered a sample of 551 students who took the math course (MATH2107) during 2014 Spring semester. More than 95% of the students were admitted to SQU with a high school score of 80 and above.  The analysis revealed that, in general, female students were admitted to SQU with a significantly higher average high school score than the male students. The findings indicate a very unsatisfactory performance of the students in the mathematics foundation course as the mean GPA was 1.66 and more than half (59%) of the students obtained a GPA less than 2 (i.e. below grade C), of which 14% failed and 35% obtained grade D. Female students outperformed male students in the mathematics course. High school mathematics performance, gender and cohort of students were identified as significant predictors of success in the mathematics foundation course.  To increase the success rate of the mathematics course, the high school curriculum needs to be aligned with the University standards and the admission authority should continue to give more attention to high school mathematics scores along with overall high school performance while making admission decisions for the College of Science in SQU.

The Mathematics of Buying a Car: A Basic Skills Unit

1981 ◽  
Vol 74 (3) ◽  
pp. 184-186
Author(s):  
Mary Jo Doebling
Keyword(s):  
High School ◽  
Young People ◽  
Basic Skills ◽  
School Mathematics ◽  
High School Mathematics ◽  
Mathematics Course

Since few things interest young people as much as automobiles, a unit on buying one creates great enthusiasm. Such a unit has been a repeated success in a consumer mathematics course for eleventh- and twelth-grade students who have taken at least one previous high school mathematics course. Because of the wide variety of abilities in a class, materials should be highly adaptable.

High School Mathematics Course-Taking by Gender and Ethnicity

1998 ◽  
Vol 35 (3) ◽  
pp. 497-514 ◽  
Author(s):  
Ernest C. Davenport ◽  
Mark L. Davison ◽  
Haijiang Kuang ◽  
Shuai Ding ◽  
Se-Kang Kim ◽  
...  
Keyword(s):  
High School ◽  
School Mathematics ◽  
High School Mathematics ◽  
Mathematics Course

The Preparation of Students From National Science Foundation–Funded and Commercially Developed High School Mathematics Curricula for Their First University Mathematics Course

2009 ◽  
Vol 46 (1) ◽  
pp. 203-231 ◽  
Author(s):  
Michael Harwell ◽  
Thomas R. Post ◽  
Arnie Cutler ◽  
Yukiko Maeda ◽  
Edwin Anderson ◽  
...  
Keyword(s):  
High School ◽  
National Science Foundation ◽  
Mathematics Curriculum ◽  
School Mathematics ◽  
High School Mathematics ◽  
University Mathematics ◽  
National Science ◽  
Mathematics Curricula ◽  
K 12 ◽  
Mathematics Course

The selection of K–12 mathematics curricula has become a polarizing issue for schools, teachers, parents, and other educators and has raised important questions about the long-term influence of these curricula. This study examined the impact of participation in either a National Science Foundation–funded or commercially developed mathematics curriculum on the difficulty level of the first university mathematics course a student enrolled in and the grade earned in that course. The results provide evidence that National Science Foundation–funded curricula do not prepare students to initially enroll in more difficult university mathematics courses as well as commercially developed curricula, but once enrolled students earn similar grades. These findings have important implications for high school mathematics curriculum selection and for future research in this area.

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