The Preparation of Students From National Science Foundation–Funded and Commercially Developed High School Mathematics Curricula for Their First University Mathematics Course

2009 ◽  
Vol 46 (1) ◽  
pp. 203-231 ◽  
Author(s):  
Michael Harwell ◽  
Thomas R. Post ◽  
Arnie Cutler ◽  
Yukiko Maeda ◽  
Edwin Anderson ◽  
...  
Keyword(s):  
High School ◽  
National Science Foundation ◽  
Mathematics Curriculum ◽  
School Mathematics ◽  
High School Mathematics ◽  
University Mathematics ◽  
National Science ◽  
Mathematics Curricula ◽  
K 12 ◽  
Mathematics Course

The selection of K–12 mathematics curricula has become a polarizing issue for schools, teachers, parents, and other educators and has raised important questions about the long-term influence of these curricula. This study examined the impact of participation in either a National Science Foundation–funded or commercially developed mathematics curriculum on the difficulty level of the first university mathematics course a student enrolled in and the grade earned in that course. The results provide evidence that National Science Foundation–funded curricula do not prepare students to initially enroll in more difficult university mathematics courses as well as commercially developed curricula, but once enrolled students earn similar grades. These findings have important implications for high school mathematics curriculum selection and for future research in this area.

Projects

1997 ◽  
Vol 90 (3) ◽  
pp. 254-255
Author(s):  
Sharon Stenglein
Keyword(s):  
High School ◽  
Middle School ◽  
Mathematics Teachers ◽  
National Science Foundation ◽  
Secondary Mathematics ◽  
School Mathematics ◽  
High School Mathematics ◽  
National Science ◽  
Mathematics Curricula ◽  
High School Mathematics Teachers

ln this National Science Foundation (NFS) Teacher Enhancement Project, fifty Minnesota middle school and high school mathematics teachers are collaborating with three Saint Olaf CoUege mathematics professors to integrate inquiry-based geometry and visualization across their secondary mathematics curricula.

Soundoff: Nctm's Standards, Curriculum Reform, And High School Mathematics Teachers

1990 ◽  
Vol 83 (7) ◽  
pp. 510-512
Author(s):  
William S. Hadley
Keyword(s):  
High School ◽  
Curriculum Reform ◽  
Mathematics Teachers ◽  
Mathematics Curriculum ◽  
School Mathematics ◽  
Major Obstacle ◽  
Classroom Teachers ◽  
High School Mathematics ◽  
K 12 ◽  
High School Mathematics Teachers

With the release of NCTM's curriculum standards in the spring of 1989, emphasis on mathematics-curriculum reform at all levels K-12 has been renewed. Reform is obviously long overdue, but one major obstacle stands in the way of its achievement: the classroom teachers. Given t he proper opportunities, however, teachers can become the key to success.

A Proposal for the High School Mathematics Curriculum: Principles of the Modern Mathematics Curricula

1966 ◽  
Vol 59 (4) ◽  
pp. 322-330 ◽  
Author(s):  
Morris Kline
Keyword(s):  
High School ◽  
Mathematics Curriculum ◽  
School Mathematics ◽  
Reform Movement ◽  
High School Mathematics ◽  
New Curriculum ◽  
Mathematics Curricula ◽  
The Many ◽  
Modern Mathematics ◽  
School Mathematics Curriculum

Before I present the major features of a new curriculum for high school mathematics, I should like to state what I understand to be the principles of the reform movement generally known as modern mathematics. My purpose in reviewing these principles is to make more apparent the differences between these curricula and what I shall propose. Though the many modern mathematics curricula differ slightly from one another, I believe it is fair to treat them collectively insofar as the underlying principles are concerned.

Projects

1997 ◽  
Vol 90 (5) ◽  
pp. 413-414
Author(s):  
Sharon Stenglein
Keyword(s):  
Professional Development ◽  
High School ◽  
Open Access ◽  
National Science Foundation ◽  
Saint Paul ◽  
School Mathematics ◽  
High School Mathematics ◽  
Large Numbers ◽  
National Science ◽  
New Curriculum

For all students to succeed in learning more mathematics, content and instruction must change. Access to all will be open when teachers are prepared to assist all students with learning rich, contextual mathematics in a standards-based classroom. In Minneapolis-Saint Paul, Minnesota, Project Open Access, funded primarily by the National Science Foundation (NSF), attempts to meet the needs of teachers who are ready for professional development that will support them in reaching this goal. The intent of the project is to increase the readiness of large numbers of teachers to implement one of the new curriculum projects for middle or high school mathematics that have been funded by the NSF.

High School Mathematics Curricula, University Mathematics Placement Recommendations, and Student University Mathematics Performance

PRIMUS ◽  
2011 ◽  
Vol 21 (5) ◽  
pp. 434-455 ◽  
Author(s):  
Ke Wu Norman ◽  
Amanuel G. Medhanie ◽  
Michael R. Harwell ◽  
Edwin Anderson ◽  
Thomas R. Post
Keyword(s):  
High School ◽  
Mathematics Performance ◽  
School Mathematics ◽  
High School Mathematics ◽  
Mathematics Placement ◽  
University Mathematics ◽  
Mathematics Curricula

scholarly journals Attitudes of high school mathematics teachers in Jeddah towards teaching developed mathematics curricula: اتجاهات معلمي الرياضيات للمرحلة الثانوية بمدينة جدة نحو تدريس مناهج الرياضيات المطورة

2021 ◽  
Vol 5 (30) ◽  
pp. 77-103
Author(s):  
Abdul Majeed Hussein Al- Zahrani, Khaled Saeed Al- Zahrani Abdul Majeed Hussein Al- Zahrani, Khaled Saeed Al- Zahrani
Keyword(s):  
High School ◽  
High Schools ◽  
Mathematics Teachers ◽  
Mathematics Curriculum ◽  
School Mathematics ◽  
Years Of Experience ◽  
High School Mathematics ◽  
Academic Qualification ◽  
Mathematics Curricula ◽  
High School Mathematics Teachers

  This study aimed to identify the attitudes of mathematics teachers at high school towards teaching developed mathematics curricula in Jeddah through identifying their attitudes towards: (nature- importance- enjoyment- courses and training programs for developed mathematics curricula as well as the suitability of the developed mathematics curricula with the capabilities of the student). It also aimed to identify the extent of having different attitudes among high school mathematics teachers towards teaching developed mathematics curricula according to the variables (type of qualification- years of experience) and the interaction between the study variables. The study followed the descriptive survey approach and was conducted on (174) mathematics teachers at high schools of the Jeddah City Education Department. The study reached a set of results, the most important of which are: -  Attitudes of high school mathematics teachers towards (the nature of developed mathematics curricula- the importance of developed mathematics curricula- the enjoyment of teaching developed mathematics curricula- training courses and programs- the suitability of the developed mathematics curriculum with the student's abilities) came to a high level. - There were no statistically significant differences in the study sample’s responses about the attitudes of mathematics teachers at high schools towards teaching mathematics curricula developed according to the variables (academic qualification- years of experience). Based on the study findings, the researcher recommended the following: the need to pay more attention to the training in the new mathematics curricula for mathematics teachers; working on providing all possible means to develop training and its methods because of its positive impact on teachers' attitudes towards curricula; developing teachers’ positive attitudes towards improved mathematics curricula by setting up enrichment programs to help mathematics teachers deal with the improved mathematics curriculum.

Sound Off!: Can We Make High School More Relevant?

2010 ◽  
Vol 103 (6) ◽  
pp. 392-393
Author(s):  
Henry Kranendonk
Keyword(s):  
High School ◽  
High School Students ◽  
Mathematics Curriculum ◽  
American Statistical Association ◽  
School Mathematics ◽  
Statistical Association ◽  
High School Mathematics ◽  
School Students ◽  
College Board ◽  
K 12

In “Standards for High School Mathematics: Why, What, How?” in the December 2008/January 2009 issue of Mathematics Teacher, Eric W. Hart and W. Gary Martin summarized a perplexing problem in the U.S. education system—namely, the challenge of reforming high school mathematics. The article referenced a 2007 conference sponsored by the Center for the Study of Mathematics Curriculum that addressed two important questions concerning mathematics achievement: What should students learn, and when should they learn it? Presenters from Achieve, Inc., the American Statistical Association, the College Board, the Mathematics Association of America (MAA), and NCTM openly discussed and debated the topic questions. The conference provided an excellent format for dialogue about the nuts and bolts of what students should be taught and when these topics should be taught in the K–12 timeline. Several participants acknowledged, however, that additional factors complicate our challenges with high school students.

What Should High School Geometry Be?

1968 ◽  
Vol 61 (5) ◽  
pp. 466-471
Author(s):  
Charles Buck
Keyword(s):  
High School ◽  
Mathematics Curriculum ◽  
School Mathematics ◽  
High School Mathematics ◽  
College Mathematics ◽  
High School Geometry ◽  
School Geometry ◽  
Mathematics Curricula ◽  
School Mathematics Curriculum

The question “What to do about geometry?” has for decades beset the planners of both high school and college mathematics curricula. Until the nature of the first course in high school geometry is settled, the high school mathematics curriculum cannot stabilize. If the high school geometry question could be answered, this would help the colleges to reset geometry in their curricula.

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