The Path to College Calculus: The Impact of High School Mathematics Coursework

2018 ◽  
Vol 49 (3) ◽  
pp. 292-329 ◽  
Author(s):  
Philip Sadler ◽  
Gerhard Sonnert
Keyword(s):  
High School ◽  
Hierarchical Models ◽  
School Mathematics ◽  
High School Mathematics ◽  
Data Set ◽  
Mathematics Preparation ◽  
Mathematics Coursework ◽  
College Calculus ◽  
High Level ◽  
The Impact

This study addresses a longstanding question among high school mathematics teachers and college mathematics professors: Which is the best preparation for college calculus—(a) a high level of mastery of mathematics considered preparatory for calculus (algebra, geometry, precalculus) or (b) taking calculus itself in high school? We used a data set of 6,207 students of 216 professors at 133 randomly selected U.S. colleges and universities, and hierarchical models controlled for differences in demography and background. Mastery of the mathematics considered preparatory for calculus was found to have more than double the impact of taking a high school calculus course on students' later performance in college calculus, on average. However, students with weaker mathematics preparation gained the most from taking high school calculus.

The Junior High School Mathematics Program— Past, Present, and Future

1970 ◽  
Vol 63 (5) ◽  
pp. 383-390
Author(s):  
W. Eugene Ferguson
Keyword(s):  
High School ◽  
Mathematics Education ◽  
Junior High School ◽  
Junior High ◽  
School Mathematics ◽  
High School Mathematics ◽  
Mathematical Ideas ◽  
Mathematics Program ◽  
Education Today ◽  
High Level

Many teachers believe that the junior high school is “where the action is” in mathematics education today. Students at the junior high level usually are intellectually curious, full of life, and willing to spend some time exploring in depth mathematical ideas and concepts.

Mathematics in the Junior High School: Stimulating interest in junior high mathematics

1959 ◽  
Vol 52 (3) ◽  
pp. 197-201
Author(s):  
Margaret F. Willerding
Keyword(s):  
High School ◽  
Junior High School ◽  
Mathematics Teacher ◽  
Junior High ◽  
School Mathematics ◽  
Main Task ◽  
High School Mathematics ◽  
Primary Level ◽  
High Level ◽  
Achievement Levels

The job of the junior high school mathematics teacher is a very difficult one. His students range in achievement from primary level through senior high level and above. To keep all his students interested—and the main task of any teacher is to make his subject interesting—the junior high mathematics teacher must have materials at hand for all of these achievement levels.

scholarly journals Comparing Robert Noyce Scholars and Non- Robert Noyce Scholars Perceptions of Teaching

2016 ◽  
Vol 2 (2) ◽  
pp. 90-105
Author(s):  
Jennifer G. Whitfield ◽  
Hersh Waxman ◽  
Timothy Scott
Keyword(s):  
High School ◽  
Science Teacher ◽  
Science Teachers ◽  
Latent Variables ◽  
Financial Incentives ◽  
School Mathematics ◽  
Control Group ◽  
High School Mathematics ◽  
Math And Science ◽  
The Impact

Staffing high schools with highly qualified math and science teachers continues to be a challenge for school districts across the U.S. (NCTAF, 2010; Ingersoll & Merril, 2010). One way to address this challenge is to offer financial incentives, in the form of scholarships or grants, for high performing college students to become high school mathematics or science teachers. Oftentimes, attached to these financial incentives are service commitments to which recipients must agree to teach for a specified number of years in a high-need school or district. Investigating the impact these types of scholarship programs have on the high school math and science teacher staffing issue is an area that warrants more research. To help identify some characteristics of students involved in these types of financial incentive programs, our study investigates how the Robert Noyce Scholarship Program influenced students’ decisions to become a high school mathematics or science teachers and their dispositions about teaching in schools. In this study, we administered a 70 item survey to 61 participants (29 experimental group, 32 control group) during the summer of 2015. Latent variables were created using Exploratory Factor Analysis and differences between the experimental and control groups were tested with the Mann-Whitney U and Chi-Square tests. Findings indicate statistically significant differences in three areas: (a) scholarship recipients’ decisions to become a high school mathematics or science teacher, (b) plans for graduate education, and (c) teacher preparation.

Supporting Innovation: The Impact of a Teacher's Conceptions of Functions on His Implementation of a Reform Curriculum

1998 ◽  
Vol 29 (3) ◽  
pp. 248-274 ◽  
Author(s):  
Gwendolyn M. Lloyd ◽  
Melvin Wilson
Keyword(s):  
High School ◽  
Mathematics Teacher ◽  
Multiple Representations ◽  
School Mathematics ◽  
Graphical Representations ◽  
High School Mathematics ◽  
Reform Curriculum ◽  
Curricular Materials ◽  
The Impact

In this study we investigate the content conceptions of an experienced high school mathematics teacher and link those conceptions to their role in the teacher's first implementation of reform-oriented curricular materials during a 6-week unit on functions. The teacher communicated deep and integrated conceptions of functions, dominated by graphical representations and covariation notions. These themes played crucial roles in the teacher's practice when he emphasized the use of multiple representations to understand dependence patterns in data. The teacher's well-articulated ideas about features of a variety of relationships in different representations supported meaningful discussions with students during the implementation of an unfamiliar classroom approach to functions.

Sign in / Sign up

Export Citation Format

Share Document