Experimental Programs: Prediction of Achievement in College Mathematics

1966 ◽  
Vol 59 (4) ◽  
pp. 364-369
Author(s):  
Joe F. Wampler
Keyword(s):  
Previous Knowledge ◽  
College Mathematics ◽  
Mathematics Courses ◽  
Predicting Success ◽  
Criterion Variables

Most previous studies predicting success in college mathematics have used combinations of measures of intelligence and previous knowledge of mathematics as predictors of grades in mathematics courses. While the prediction formulas derived in these studies were useful for the purposes for which they were developed, in none of these studies was more than about 50 percent of the total variations in the criterion variables attributed to their relationship with the prediction variables.

Measures for Predicting Success in a First Course in College Mathematics

1948 ◽  
Vol 41 (8) ◽  
pp. 350-355
Author(s):  
M. W. Keller ◽  
H. F. S. Jonah
Keyword(s):  
Subject Matter ◽  
The State ◽  
Mathematical Ability ◽  
State Universities ◽  
College Mathematics ◽  
Common Procedure ◽  
Mathematics Courses ◽  
Predicting Success ◽  
Grouping Students ◽  
Previous Training

The sectioning or grouping of students taking required college mathematics courses is now a relatively common procedure. O’Quinn1 reports that twenty-seven state universities, out of forty-three replying to his questionaire, used some method for grouping students according to mathematical ability or previous training in mathematics. The criteria used for grouping or sectioning students in mathematics courses were almost as varied as the number of universities which replied that they sectioned their students. In some universities all the students take the same course regardless of the group to which they were assigned, while in others those with the poorer preparation and/or ability were placed in special courses. In general, those universities which favored grouping were also strongly in favor of making adjustments in the amount of material, and type of subject matter to be taught in the different sections. From the O’Quinn report it is evident that there is a rather definite trend in the state universities toward the grouping of students according to ability and/or training.

From the Editorial Panel: Let's Work Together

2014 ◽  
Vol 108 (1) ◽  
pp. 5
Keyword(s):  
North America ◽  
Mathematics Learning ◽  
College Mathematics ◽  
Mathematics Courses

In recent years, schools and teachers have been placed under the microscope and even under attack. Evidence such as the great need for college mathematics courses reviewing preparatory content makes it clear that mathematics learning in North America is far from perfect. The question is, How should we proceed?

Preservice Elementary Teachers: Building Portfolios Around Students' Writings

1996 ◽  
Vol 2 (5) ◽  
pp. 308-313
Author(s):  
Patricia Pokay ◽  
Carla Tayeh
Keyword(s):  
Preservice Teachers ◽  
Elementary Teachers ◽  
Mathematics Classroom ◽  
Portfolio Assessment ◽  
Preservice Elementary Teachers ◽  
College Mathematics ◽  
Mathematics Courses ◽  
Lecture Format ◽  
Mathematics Course

Traditionally, college mathematics courses have rarely asked students to write or to reflect on their learning, concentrating instead on textbook exercises and problem sets in a lecture format. The intent of this study was to model the use of portfolio assessment in a college mathematics course for preservice teachers while focusing on the contributions of the students' writing in the mathematics classroom. In the study, portfolios were the vehicle for organizing the students' writings.

Brief Reports: Mathematical Preparation Versus Career Aspirations: Sex-Related Differences Among College-Bound Wyoming High School Seniors

1981 ◽  
Vol 12 (5) ◽  
pp. 375-379
Author(s):  
Melfried Olson ◽  
Bob Kansky
Keyword(s):  
High School ◽  
High School Seniors ◽  
Career Aspirations ◽  
University Of Wyoming ◽  
College Mathematics ◽  
Mathematics Courses ◽  
Fields Of Study ◽  
College Programs ◽  
The University ◽  
Mathematical Preparation

Students from a broad range of fields of study at the University of Wyoming have commented that the mathematics courses required for completion of their college programs were posing serious obstacles. When questioned, the students report that they terminated their study of precollege mathematics as early as possible on the assumption(s) that no mathematics was required for the fields they wished to enter and/or that college mathematics courses were available wherein they could correct any mathematical shortcomings. For many students, both assumptions proved erroneous.

School and college mathematics

1956 ◽  
Vol 49 (7) ◽  
pp. 514-518
Author(s):  
William L. Duren
Keyword(s):  
High School ◽  
School Mathematics ◽  
High School Mathematics ◽  
College Mathematics ◽  
Mathematics Courses ◽  
Mathematics Program

A mathematician's thoughts on how to revise the high-school mathematics courses so as to minimize the “break” in the mathematics program at the beginning of the thirteenth year.

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