Election of High School Mathematics by Females and Males: Attributions and Attitudes

1981 ◽  
Vol 18 (2) ◽  
pp. 207-218 ◽  
Author(s):  
Joan Daniels Pedro ◽  
Patricia Wolleat ◽  
Elizabeth Fennema ◽  
Ann DeVaney Becker
Keyword(s):  
High School ◽  
Mathematics Performance ◽  
School Mathematics ◽  
Advanced Mathematics ◽  
High School Mathematics ◽  
Mathematics Courses ◽  
Small Set ◽  
Advanced Mathematics Courses

Males, more than females, elect advanced mathematics courses. This differential in the number of mathematics courses elected has been cited as a major explanation of sex-related differences in adults' mathematics performance and in their participation in mathematics-related careers. Knowledge about some of the variables that enter into the decision to persist in the study of mathematics is essential for those who are interested in encouraging females, as well as males, to adequately prepare themselves in mathematics. This study identified some attitudinal and attributional variables that relate to the election of mathematics courses by females and males. A small set of variables was found to explain some of the variance in female and male mathematics plans. These results might help in understanding why females do not continue in as large a proportion as males to elect mathematics and/or to enter mathematics-related careers.

Let’s Use Trigonometry

1975 ◽  
Vol 68 (2) ◽  
pp. 157-160
Author(s):  
John J. Rodgers
Keyword(s):  
High School ◽  
Subject Matter ◽  
School Mathematics ◽  
High School Mathematics ◽  
Mathematics Courses ◽  
High School Geometry ◽  
School Geometry ◽  
The Subject ◽  
Order Of Presentation

All too often in the teaching of high school mathematics courses, we overlook the inherent flexibility and interdependence of the subject matter. It is easy to fall into the trap of presenting algebra, trigonometry, geometry, and so on, as separate areas of study. It is because they were taught this way traditionally. With relatively minor changes in the order of presentation, we can demonstrate to the student the vital interconnectiveness of mathematics. For example, many courses in high school geometry include a unit on trigonometry. The student learns three trigonometric ratios, namely, the sine, the cosine, and the tangent. He also learns to use the trigonometric tables to solve for an unknown side of a right triangle. Generally this material comes quite late in the year.

A Property of Right Triangles and Some Classical Relations

1986 ◽  
Vol 79 (8) ◽  
pp. 640-643
Author(s):  
Angelo S. Didomenico
Keyword(s):  
High School ◽  
Elementary Mathematics ◽  
School Mathematics ◽  
Advanced Mathematics ◽  
High School Mathematics ◽  
Straightforward Manner

Mathematics is an ever-growing subject. Included in this growth is a process of simplification in which formulas and relations often arrived at inductively or derived by long and difficult methods are later found to follow easily and directly from other findings. Advanced mathematics abounds with fascinating results of this kind. Similar ones also exist in elementary mathematics. I have found a property of right triangles, given by the following theorem, from which students can deduce, in a surprising and straightforward manner, some of the most significant relations encountered in high school mathematics.

Call for Manuscripts: Entry-Level High School Mathematics Courses: Maximizing Learning for ALL

2009 ◽  
Vol 103 (1) ◽  
pp. 69
Keyword(s):  
High School ◽  
Mathematics Teacher ◽  
School Mathematics ◽  
Teaching Mathematics ◽  
High School Mathematics ◽  
Mathematics Courses ◽  
Entry Level ◽  
Learning Mathematics

The Mathematics Teacher is eager to publish articles about teaching mathematics at the entry level. These courses are critical to fostering students' pursuit of and love for learning mathematics through the high school years and beyond.

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.

Sound Off!: Why Do So Many Students Perform So Poorly in Higher-Level Mathematics

2003 ◽  
Vol 96 (2) ◽  
pp. 102-104
Author(s):  
Kathryn Risher
Keyword(s):  
High School ◽  
High School Students ◽  
Mathematics Teachers ◽  
Daily Basis ◽  
School Mathematics ◽  
High School Mathematics ◽  
School Students ◽  
Mathematics Courses ◽  
Do So ◽  
High School Mathematics Teachers

As high school mathematics teachers, my colleagues and I face this sad reality on a daily basis. After years of experience instructing teenagers in algebra, geometry, trigonometry, and calculus, we have recognized a number of forces that impede the success of high school students in higher-level mathematics courses. Many students and their parents either fail to recognize these forces or refuse to face them.

The Art of Teaching: Provision for Individual Differences in High School Mathematics Courses

1947 ◽  
Vol 40 (6) ◽  
pp. 294-297
Author(s):  
William Lee
Keyword(s):  
High School ◽  
Individual Differences ◽  
School Mathematics ◽  
High School Mathematics ◽  
Mathematics Courses ◽  
Art Of Teaching

How to maintain satisfactory standards of achievement in high school mathematics courses, as a larger and larger proportion of the population enrolls in high school with consequent lowering of the median ability, has long been recognized as a perplexing problem.

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