scholarly journals Common Diagnostic Test Results Over the Years

2016 ◽  
Vol 36 (331) ◽  
pp. 14-18
Author(s):  
Eve Aruvee
Keyword(s):  
High School ◽  
Secondary School ◽  
Strong Correlation ◽  
Test Scores ◽  
Test Score ◽  
School Mathematics ◽  
Test Results ◽  
High School Mathematics ◽  
Weak Correlation ◽  
Mathematics Course

Abstract In this article, common test results over the years 2000 – 2016 are analysed. The test questions for new entrants were based on secondary school mathematics. The students took the test in the first lesson of the higher mathematics course. The test results were analysed by years, by tasks and by specialities, and their differences were found. The test results’ dependence on state-exams score was studied and other types of dependence were looked at. It was found that the test score has a strong correlation with a state-exam but with high school mathematics mark and with later higher mathematics course marks has very weak correlation. During these 16 years, the questions that have been the most difficult for students have not changed. The highest test scores were found among students who had chosen the most popular specialities (with the highest competition).

The Prediction of Pupil Success in High School Mathematics

1935 ◽  
Vol 28 (8) ◽  
pp. 489-504
Author(s):  
Harl R. Douglass
Keyword(s):  
High School ◽  
Secondary School ◽  
Test Scores ◽  
School Mathematics ◽  
Intelligence Test ◽  
High School Mathematics ◽  
Secondary School Mathematics ◽  
Scholastic Success ◽  
Intelligence Test Scores ◽  
The Relationship

Far more frequent than any other type of investigation relating to secondary school mathematics has been that which concerned itself with the relationship between scholastic success and other factors—intelligence test scores and their derivatives, I.Q. and M.A., and previous school marks being employed most frequently.

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.

Sex Differences in Secondary School Mathematics

1937 ◽  
Vol 30 (1) ◽  
pp. 21-22
Author(s):  
Harl R. Douglass
Keyword(s):  
High School ◽  
Sex Differences ◽  
Secondary School ◽  
Educational Research ◽  
American Educational Research Association ◽  
School Mathematics ◽  
Committee Report ◽  
Research Association ◽  
High School Mathematics ◽  
Reporting Data

In connection with a committee report for the American Educational Research Association the author had occasion to search for and abstract the investigations reporting data relative to the respective achievements of boys and girls in high school mathematics. More studies were located than are reported here. Some of them were of doubtful reliability and a few were not available.

Mathematics in High School and College

1945 ◽  
Vol 38 (4) ◽  
pp. 147-154
Author(s):  
Aubrey J. Kempner
Keyword(s):  
High School ◽  
Secondary School ◽  
School Mathematics ◽  
High School Mathematics ◽  
Mathematics Text

The publication of a high-school mathematics text, Senior Mathematics, by Douglass and Kinney (Henry Holt and Co., 1945) furnishes me an opportunity to express some opinions concerning the relation between mathematics in the secondary school and in the college.

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!”

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

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.

A Tentative Program of Junior High-School Mathematics

1917 ◽  
Vol 10 (2) ◽  
pp. 85-93
Author(s):  
C. B. Walsh
Keyword(s):  
High School ◽  
Secondary School ◽  
Junior High School ◽  
Junior High ◽  
School Mathematics ◽  
Unstable State ◽  
High School Mathematics ◽  
Secondary School Mathematics ◽  
State Of Affairs

The statement is axiomatic and perhaps trite that the teaching of secondary-school mathematics is in a state of unrest. This condition has been aggravated, if not caused, by excessive criticism and this unstable state of affairs is reflected by the numerous new courses of study. It is consequently as inevitable as it is probably desirable that our curriculum in mathematics is to be reconstructed.

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