Who Should Place College Freshmen in Mathematics?

1969 ◽  
Vol 62 (7) ◽  
pp. 557-559
Author(s):  
Ray Kurtz
Keyword(s):  
High School ◽  
College Freshmen ◽  
First Year ◽  
College And University ◽  
Solid Geometry ◽  
Second Year

The placement of college and university freshmen into the appropriate beginning course in mathematics is growing more and more difficult as each school term arrives. A decade or so ago, placement was considerably less of a problem. Each freshman arrived at college with a rather standard high school background in his chosen field of mathematics. If he were well prepared, he had something like first-year algebra, geometry, second-year algebra, trigonometry, and possibly solid geometry. If he possessed less than these courses, his plight was undesirable, but certainly not disastrous, as he could readily enroll in the makeup courses he needed.

An Attempt at Solving the Problem of Individual Differences

1936 ◽  
Vol 29 (1) ◽  
pp. 32-38
Author(s):  
Clara D. Murphy
Keyword(s):  
High School ◽  
Individual Differences ◽  
College Algebra ◽  
First Year ◽  
Algebra 1 ◽  
Business Training ◽  
The Third ◽  
Solid Geometry ◽  
Second Year ◽  
And Mathematics

Four years of Mathematics are offered in Evanston Township High School, as follows: In the first year three courses, called Algebra 1, Mathematics 1, and Business Training; in the second year three courses—Plane Geometry, Mathematics 2, and Bookkeeping; in the third year two coursess—a second year of Algebra and Mathematics 3, which consists of a semester of Algebra and a semester of Solid Geometry; and in the four th year one course, consisting of a semester of Trigonometry and a semester of College Algebra.

scholarly journals Pengembangan Budaya Sekolah Berprestasi: Penanaman Nilai Etos Berprestasi

2021 ◽  
Vol 7 (3) ◽  
Author(s):  
Ageng Pratiwi ◽  
Erny Roesminingsih ◽  
Karwanto Karwanto
Keyword(s):  
High School ◽  
School Culture ◽  
Senior High School ◽  
First Year ◽  
Academic Fields ◽  
Learning Evaluation ◽  
Process Learning ◽  
Qualitative Descriptive ◽  
Descriptive Approach ◽  
Second Year

Senior High School Muhammdiyah 10 Surabaya is a school that dares to make a different curriculum from Diknas. It was rejected because it did not fit the existing curriculum. In its first year, the school receives two classes of students. This achievement soared in the second year. Second year there are five classes. The curriculum used at Senior High School Muhammadiyah 10 Surabaya is called "Talent Executive School." This study aims to find out the development of outstanding school culture at Senior High School Muhammadiyah 10 Surabaya, also describe the form of outstanding school culture, the process of planting values and ethos of achievement to students and knowing the implications of the development of outstanding school culture at Senior High School Muhammadiyah 10 Surabaya. Although the facilities and infrastructure at Senior High School Muhammadiyah 10 Surabaya have limitations but they are able to continue to develop the potential and ethos of interpreting in the academic and non-academic fields. So it becomes an attraction for researchers to conduct a researcher in the school with a different school style than usual. This study uses a qualitative descriptive approach. Data collection using observation techniques, interviews and documentation. The planting of values and ethos of achievement in students is carried out through school orientation activities, learning process, learning evaluation, extracurricular, achievement awards, love for alma mater, teacher conscientiousness, cooperation with parents of students and planting an outstanding culture. The results showed that the school culture developed at Senior High School Muhammadiyah 10 Surabaya is through educational programs and potential interests including archery, futsal, athletics, pencak silat, archery, music, hockey, dance and others.

PENGARUH PERBEDAAN JURUSAN DI SEKOLAH MENENGAH UMUM TERHADAP PRESTASI BELAJAR MAHASISWA AKUNTANSI UNIVERSITAS BUNG HATTA PADA MATA KULIAH AKUNTANSI DITAHUN PERTAMA DAN KEDUA

2007 ◽  
Author(s):  
Yuliarti Yuliarti ◽  
Ethika Ethika
Keyword(s):  
High School ◽  
Test Sample ◽  
T Test ◽  
First Year ◽  
Public High School ◽  
Second Year

This research conducted as a mean to prove empirically influence of difference of majors in High School to achievement learn accountancy student of Bung-Hatta University at of accountancy in first year and both' second year. Sample 47 student which consist of generation 2004 and 2005. For the Examination of Hypothesis of appliance test Sample T-Test independent: First Hypothesis do not there are difference of achievement learn between accountancy student of Bung-Hatta University coming from majors of Sains and of Social in common public High School at mayor accountancy in first year. Second do not there are difference of achievement learn between accountancy student of Bung Hatta University coming from majors of Sains and of Social in High School at mayor accountancy in second year, There by can he concluded that difference of majors High School do not have an effect on to achievement team mayor accountancy student of Bung Hatta University mayor accountancy in first year and second

The Case for General Mathematics

1922 ◽  
Vol 15 (7) ◽  
pp. 381-391
Author(s):  
William David Reeve
Keyword(s):  
High School ◽  
Scientific Data ◽  
Plane Geometry ◽  
First Year ◽  
Traditional Methods ◽  
Traditional Practice ◽  
The Third ◽  
Teaching Algebra ◽  
Second Year ◽  
Made In

I shall not attempt, in this paper, to discredit our traditional methods of teaching algebra in the first year of the high school, followed by plane geometry in the second year, intermediate algebra in the third year, and so on. I say this in spite of the fact that much of our traditional practice and the accompanying results might justify one in so doing. In short, I am not interested in a destructive type of criticism of past methods with a view to setting up new bits of content (or at least reorganized content) and technique of procedure. Certainly, I should not favor a method which would seem to be attempting to force any set program upon the teaching body. The best progress is not made in that way. With many teachers of mathematics, the traditional order of treatment, if not the traditional methods, will prevail. Moreover, this will he true even after much experience and available scientific data may make a trial of some form of reorganized content and methods seem wise and feasible.

Soundoff: Teach Geometry before Second-Year Algebra

1988 ◽  
Vol 81 (4) ◽  
pp. 236-298
Author(s):  
Beverly W. Nichols
Keyword(s):  
High School ◽  
Mathematics Education ◽  
Good Reason ◽  
First Year ◽  
School Program ◽  
Teachers And Students ◽  
Second Year ◽  
Traditional High School ◽  
Better Than ◽  
High School Program

For years we have debated whether geometry should come before or after second-year algebra in the traditional high school program. Teachers and students at my high school, with the support of the Mathematics Education Trust, have completed a threeyear study of this issue. I have good reason to claim that the traditional first-year algebra, geometry, second-year algebra sequence is better than the first-year algebra, secondyear algebra, geometry sequence.

scholarly journals The Effects of Students’ Self-Perceptions of Behaviors, Attitudes, and Aptitudes on their First-to-Second-Year Persistence

2019 ◽  
Vol 21 (1) ◽  
Author(s):  
Rebecca Lambert ◽  
Ketevan (Kate) Mamiseishvili
Keyword(s):  
High School ◽  
First Year ◽  
First Year Students ◽  
First Generation College Student ◽  
High School Gpa ◽  
College Involvement ◽  
First Generation College ◽  
Second Year ◽  
Cooperative Institutional Research Program ◽  
Private High School

The study used the data from the Cooperative Institutional Research Program (CIRP) Freshman Survey to examine the effects of first-year students’ perceptions of their behaviors, attitudes, and aptitudes on their first-to-second-year persistence at a small, private, faith-based institution. Logistic regression analysis revealed that attending a private high school, high school GPA, academic self-concept, and likelihood of college involvement positively influenced students’ persistence, while being a first-generation college student was negatively related to persistence to the second year. Implications of these results for practice and policy are provided.

Sometimes a Long and Winding Road: An Exploration of Kalamazoo Promise Stop Out and Reenrollment

2020 ◽  
pp. 152102512095863
Author(s):  
Daniel A. Collier ◽  
Isabel McMullen
Keyword(s):  
High School ◽  
African American ◽  
White Students ◽  
Descriptive Study ◽  
First Year ◽  
Black African ◽  
Free And Reduced Lunch ◽  
High School Gpa ◽  
Kalamazoo Promise ◽  
Second Year

This exploratory, descriptive study examined trends associated with Kalamazoo Promise (KPromise) student stop out, reenrollment, and persistence to a credential upon reenrollment. For the 2006–2017 cohorts, 78% were retained from first to second year. Inferential models suggested that first-year stop out was mainly correlated to students’ high school free-and-reduced lunch eligibility (FRL) and high-school GPA. Forty-five percent of stopped out students reenrolled, and reenrollment was primarily correlated with time. The median time to return was 3 non-summer semesters, with Black/African American and Hispanic/Latino(a) students predicted to reenroll in fewer semesters than White students. For the 2006–2012 cohorts, 30% of all stopped out students who reenrolled have earned a degree to date. Upon reenrollment, nearly half of all postsecondary certifications were earned by FRL students. Discussion links our findings to wider trends, highlights actions to bolster outcomes, and illustrates how this study could be a benchmark comparison for other tuition-free policies.

scholarly journals Studi Tentang Upaya Peningkatan Jumlah dan Kualifikasi Teknisi Pesawat Udara Di Indonesia

2016 ◽  
Vol 2 ◽  
pp. 33
Author(s):  
Nurhadi Abu zaka
Keyword(s):  
High School ◽  
Qualitative Research ◽  
Senior High School ◽  
Aviation Industry ◽  
First Year ◽  
Aircraft Maintenance ◽  
Direct Involvement ◽  
Academic Level ◽  
Second Year

The development of the aviation industry in Indonesia increased significantly the last few years, so it is necessary adequate Aircraft Technician/Engineer (TPU), both the number and qualifications. The problem is, the amount of TPU in Indonesia is very limited and the majority academic level only senior high school, it making less competitive. The purpose of study to find out efforts to increase the number and qualifications of TPU by PT GMF Aero Asia Garuda Group (GMFAA) is cooperating with six universities in Indonesia to produce TPU with D-III level. Studies done by observation, interview and direct involvement at the Basic Aircraft Maintenance (BAM) for instructor, organized by GMFAA for 1,920 hours. The data were analyzed descriptively to obtain qualitative research. The study shows that in the first batch (2015-2016) has trained 16 lecturers of 6 universities to conduct AMTO class at each campus. In the first year (2015) has opened AMTO classes at six campuses with 226 students and 216 in the second year (2016). From the 4th year (2018) will certainly be produced aircraft technician/engineer with D-III qualifiers at least 200 people, so it's very helpful to accelerate the fulfillment of TPU in Indonesia Keywords— Aircraft Technician/Engineer, maintenance, AMTO

The Structure and Characteristics of Adolescents' Motivation in Micro-Blog Use

2014 ◽  
Vol 4 (2) ◽  
pp. 76-85
Author(s):  
Li Lei ◽  
Xing Tan ◽  
Wei Wang
Keyword(s):  
High School ◽  
High School Students ◽  
Reliability And Validity ◽  
First Year ◽  
School Students ◽  
Good Reliability ◽  
Four Dimensions ◽  
Second Year

The present study aims to clarify the structure of adolescents' motivations in micro-blog use and develop the corresponding scale. The results show that: (1) Adolescents' motivation in using micro-blog contains 14 items which can be classified into four dimensions, namely Show-Extrication, Convenience-Communication, Information-Sociality, and Leisure-Expression. The scale is of good reliability and validity; (2) Girls' motivation is significantly higher than boys' in the dimensions of Show-Extrication, Convenience-Communication, and Information-Sociality, and in terms of Information-Sociality, the motivation of the second-year high school students are significantly higher than that of the first-year and third-year high school students.

Some Considerations Appertaining to the Content of High School Mathematics

1934 ◽  
Vol 27 (1) ◽  
pp. 41-52
Author(s):  
Gordon R. Mirick
Keyword(s):  
High School ◽  
Point Of View ◽  
School Mathematics ◽  
First Year ◽  
Analytic Geometry ◽  
High School Mathematics ◽  
First Year Students ◽  
Mathematics Courses ◽  
Solid Geometry ◽  
The Subject

Recent years have witnessed a change in the content of courses in mathematics for the seventh, eighth and ninth grades. There has been a change not only in content but in the point of view in the teaching of the subject. A study of the mathematics courses offered to first-year students in our various colleges reveals two important changes. First, the elements of analytic geometry and of the calculus are introduced earlier, and second, there is much less emphasis on Euclidean solid geometry. Pupils who do not take this subject in high school often miss it in college, for the number of colleges offering a course in Euclidean solid geometry is fast diminishing.

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