The College Board and mathematics reform

doi:10.5951/mt.56.3.0147

The College Entrance Examination Board and Mathematics Education

Mathematics Teacher ◽

10.5951/mt.77.5.0369 ◽

1984 ◽

Vol 77 (5) ◽

pp. 369-371

Author(s):

Chancey O. Jones ◽

John A. Valentine

Keyword(s):

Mathematics Education ◽

Computer Science ◽

Entrance Examination ◽

College Entrance Examination ◽

College Entrance ◽

College Board ◽

The World ◽

Education Today ◽

And Mathematics ◽

Examination Board

The participation by secondary school and college teachers of computer science in the development of an Advanced Placement computer science course description and examination is a good example of the interaction between the world of the College Board and the world of mathematics. A long series of such interactions has occurred since the College Board was founded at the turn of the century; a look back at how the board was created and how it has evolved can help to explain the relationship between board activities and mathematics education today.

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The Portrayal of Parents in the School Mathematics Reform Literature: Locating the Context for Parental Involvement

Journal for Research in Mathematics Education ◽

10.5951/jresematheduc.29.5.0555 ◽

1998 ◽

Vol 29 (5) ◽

pp. 555-582

Author(s):

Dominic D. Peressini

Keyword(s):

Mathematics Education ◽

Parental Involvement ◽

Education Reform ◽

Research Agenda ◽

School Mathematics ◽

Mathematics Reform ◽

Mathematics Educators ◽

And Mathematics

In this article, using reform recommendations that call for parental involvement as a springboard, I provide an analysis of the positioning of parents in the school mathematics reform literature. Employing Foucault's (1980) conception of “regimes of truth,” I demonstrate how the literature has created the accepted discourse for mathematics education reform. I then argue that the professionalization of teachers has distanced parents from schools and led to conflict between parents and mathematics educators and that to reconcile this conflict, ways in which parents can be included in mathematics education must be considered. It is essential first, however, to understand issues central to involving parents in mathematics education. A research agenda for parental involvement in mathematics education is presented.

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Projects

Mathematics Teacher ◽

10.5951/mt.81.7.0599 ◽

1988 ◽

Vol 81 (7) ◽

pp. 599-600

Keyword(s):

New York ◽

North Carolina ◽

First Century ◽

National Council ◽

High School Mathematics ◽

College Board ◽

The North ◽

Carnegie Corporation ◽

North Carolina School ◽

And Mathematics

In July 1985, the Carnegie Corporation of New York awarded a grant to the North Carolina School of Science and Mathematics to develop a course for fourth-year high school mathematics. This course, called Introduction to College Mathematics, responds to the challenges posed by reports from the College Board, the National Council of Teachers of Mathematics, the Sloan Foundation, and the National Science Foundation to begin preparing students for their lives in the twenty-first century.

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Getting Serious about SAT Software

Mathematics Teacher ◽

10.5951/mt.80.6.0440 ◽

1987 ◽

Vol 80 (6) ◽

pp. 440-454

Author(s):

John G. Harvey ◽

John W. Kenelly

Keyword(s):

Computer Software ◽

Entrance Examination ◽

College Entrance Examination ◽

College Entrance ◽

Preparation Programs ◽

Sat Scores ◽

College Board ◽

High School Juniors ◽

Software Packages ◽

And Mathematics

The College Entrance Examination Board's (CEEB) Scholastic Aptitude Test (SAT) is widely taken by high school juniors and seniors for college admission and to apply for college scholarships. (The CEEB is also known as the College Board.) In addition, SAT scores have been used to describe the health of precollege education, particularly in reading, language arts, and mathematics. Parents, teachers, and school systems have tried to improve the SAT scores of their students by instituting SAT test-preparation programs. These programs use a variety of SAT-oriented materials and have recently begun to include computer software packages. Indeed, in a recent cartoon (Weaver 1984), a child asks, “What does the SAT measure?” Another child responds, “Whether your parents can afford a computer.”

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Student and Faculty Choices that Widen the Experience Gap

Encyclopedia of Gender and Information Technology ◽

10.4018/978-1-59140-815-4.ch178 ◽

2011 ◽

pp. 1128-1133

Author(s):

Lecia J. Barker ◽

Elizabeth R. Jessup

Keyword(s):

Task Force ◽

Women In Science ◽

Computing Education ◽

College Board ◽

The People ◽

Joint Task ◽

Major Teaching ◽

And Mathematics ◽

Professional Information ◽

Introductory Classes

A major teaching challenge for higher education faculty is students’ wide differences with respect to experience or knowledge with the subject matter or skill set of a class. In computing education research, this is often referred to as the “experience gap.” Research shows that the experience gap contributes to the low participation of women in professional information technology (IT) careers. Women are significantly more likely to enter college-level IT courses with little or no computer programming experience than are their male peers (College Board, 2004). Yet, programming experience is positively associated with success, especially in introductory classes (Taylor & Mounfield, 1994; Bunderson & Christensen, 1995; Brown, 1997; Margolis & Fisher, 2002), and low grades are positively associated with attrition from the major (Strenta, Rogers, Russell, Matier, & Scott, 1994). When women receive low grades due to inexperience, they may be more likely than males to lose confidence and leave the major (Cohoon & Aspray, in press). Another type of experience gap becomes evident in cross-disciplinary teams, where students encounter others whose areas of expertise and knowledge are substantially different, often to the point where students have difficulty understanding each other. According to IEEE Computer Society/ACM Computing Curricula Task force, “Computing education is also affected by changes in the cultural and sociological context in which it occurs” (IEEE and ACM Joint Task Force, 2001, p. 10). For this reason, both Computing Curricula 1991 and 2001 strongly recommend the integration of experiences and opportunities for student understanding of real-world applications and the people who need them. Courses that provide opportunities for collaborative and interdisciplinary learning are also often recommended to increase retention of women in science, technology, engineering and mathematics (STEM) courses in general (Agogino & Linn, 1992; Felder, Felder, Mauney, Hamrin, & Dietz, 1995) and in computing, in particular (McDowell, Werner, Bullock, & Fernald, 2003; Barker, Garvin-Doxas, & Roberts, 2005). Yet, collaborative learning and, in particular, project-based courses, must be carefully planned and managed for students to have similar learning outcomes. In this article, we demonstrate how students’ choices can reinforce and even widen differences in experience and reduce their ability to develop cross-disciplinary understandings.

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