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.

scholarly journals Advocacy of an Exit Test for History/Social Studies in New Jersey

2019 ◽  
Vol 5 (1) ◽  
pp. 303
Author(s):  
William Gorman
Keyword(s):  
High School ◽  
New Jersey ◽  
Social Studies ◽  
Language Arts ◽  
The State ◽  
Graduation Requirements ◽  
High Stakes ◽  
And Algebra ◽  
Civic Duties ◽  
High School Diplomas

As states like New Jersey navigate the issue of graduation requirements, most states have gone to what is called “high stakes” exit testing for the purpose of awarding high school diplomas. These tests typically emerge to be Mathematics and Language Arts/Reading based. In states like New Jersey, though, these exit tests have given way to subject based tests in things such as Biology and Algebra. Social Studies is not tested, but should be, if the state claims to care about producing well-rounded students prepared to fulfill their civic duties as voting adults. William Gorman, an educator with 30 years’ experience, lobbies for such testing in this editorial.

A new responsibility of teacher education programs

1954 ◽  
Vol 47 (2) ◽  
pp. 66-70
Author(s):  
Lee Emerson Boyer
Keyword(s):  
High School ◽  
Teacher Education ◽  
State Level ◽  
The State ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Mathematics Courses ◽  
The Past

During the past decade widespread revision of mathematics courses of study on the state level has taken place. One outstanding characteristic of these revisions, taken as a whole, is that in their attempt to correct educational ills of many years’ standing they suggest flexible mathematics programs for all high school pupils throughout their stay in high school. These programs are varied and planned to meet the needs of various types of pupils.

Model Testing for Vortex Induced Motions of Spar Platforms

2004 ◽  
Author(s):  
Mehernosh Irani ◽  
Lyle Finn
Keyword(s):  
Gulf Of Mexico ◽  
Model Test ◽  
State Of The Art ◽  
Model Testing ◽  
Model Tests ◽  
The State ◽  
Test Results ◽  
Test Set ◽  
Vortex Induced Vibrations ◽  
Set Up

The state-of-the art in model testing for Vortex Induced Vibrations (VIV) of Spars is presented. Important issues related to Spar VIV model testing are highlighted. The parameters that need to be modeled including hull geometry, strake configuration, mass and mooring properties and, considerations of test set-up and instrumentation are discussed. Results are presented from model tests of an as-built Spar deployed in the Gulf of Mexico. It is shown that the model test results compare well with the VIV responses measured in the field.

Implementing the Standards: Trigonometry Today

1991 ◽  
Vol 84 (2) ◽  
pp. 98-106
Author(s):  
Christian R. Hirsch ◽  
Marcia Weinhold ◽  
Cameron Nichols
Keyword(s):  
High School ◽  
Research Council ◽  
Full Range ◽  
National Research Council ◽  
College Preparatory ◽  
High School Mathematics ◽  
Procedural Skills ◽  
College Preparatory Mathematics ◽  
College Programs ◽  
Mathematical Sciences

Trigonometry, either as a separate course or as part of an advanced algebra-and-precalculus course, has traditionally been an integral part of college-preparatory mathematics. As college programs evolve to encompass the full range of the mathematical sciences (Ralston and Young 1983, Ralston 1985, National Research Council 1989), preparation for college can no longer be synonymous with preparation for calculus-or at least calculus as it is often taught with the emphasis on recipes and procedural skills. This realization opens the question of the place and nature of trigonometry in contemporary high school mathematics.

Upgrading High School Mathematics Instruction: Improving Learning Opportunities for Low-Achieving, Low-Income Youth

1997 ◽  
Vol 19 (4) ◽  
pp. 325-338 ◽  
Author(s):  
Adam Gamoran ◽  
Andrew C. Porter ◽  
John Smithson ◽  
Paula A. White
Keyword(s):  
High School ◽  
New York ◽  
Low Income ◽  
Mathematics Instruction ◽  
Cognitive Strategies ◽  
Hierarchical Linear Model ◽  
College Preparatory ◽  
Dead End ◽  
College Preparatory Mathematics ◽  
Content Coverage

Low-achieving, low-income students are typically tracked into dead-end math courses in high school. In this article, the authors evaluate the success of “transition” math courses in California and New York, which are designed to bridge the gap between elementary and college-preparatory mathematics and to provide access to more challenging and meaningful mathematics for students who enter high school with poor skills. The authors hypothesize that the transition courses—Math A in California and Stretch Regents and UCSMP Math in New York—allow students to keep pace with those who enter college-preparatory courses by covering rigorous mathematical content using a range of cognitive strategies. Data from 882 students in 48 math classes are analyzed using a three-level hierarchical linear model. The results show that growth in student achievement is significantly lower in general-track classes than in college-preparatory classes. Achievement in transition classes falls in between: not significantly lower than in college-preparatory classes, but not significantly greater than in general-track classes. More rigorous content coverage accounts for much of the achievement advantage of college-preparatory classes. The transition classes are judged a partial success in meeting their goal of upgrading the quality of mathematics instruction for low-achieving, low-income youth.

Why a Label?

1948 ◽  
Vol 41 (2) ◽  
pp. 78-79
Author(s):  
Wm. S. Tobey
Keyword(s):  
High School ◽  
Senior High School ◽  
College Preparatory ◽  
Small Minority ◽  
Solid Geometry ◽  
College Preparatory Mathematics ◽  
Preparatory Mathematics

Since only a small minority of our secondary pupils elect the so-called college- preparatory mathematics, and an even smaller minority can profit from it, why must we label all other offerings in mathematics? We offer mathematics of a general consumer type to all pupils of the ninth, tenth, eleventh, and twelfth years who wish to elect it, and for as many years as they choose to pursue it, limited only by graduation from senior high school. For those who must meet certain requirements we offer special subjects such as algebra, plane and solid geometry, and trigonometry.

Historically Speaking,— Benefits Derived from Mathematics Projects

1959 ◽  
Vol 52 (7) ◽  
pp. 568-569
Author(s):  
Dorothy Fish
Keyword(s):  
High School ◽  
The State ◽  
Mathematics Courses

Students in our high school, enrolled in any elective mathematics courses, are encouraged to undertake mathematics projects, which are then entered each spring in the annual District Science Day Contest sponsored by the Ohio Academy of cience. Winners in the District Contest are eligible to compete for awards in t he tate Science Day Contest. This contest creates great interest and enthusiasm in our school, and to win a “superior” rating in the State Contest is considered one of the highest honors that a student can achieve.

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.

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