Trigonometric Excursions and Side Trips

1967 ◽  
Vol 60 (1) ◽  
pp. 33-37
Author(s):  
Kenneth W. Wegner
Keyword(s):  
High School ◽  
Polynomial Equation ◽  
School Mathematics ◽  
High School Mathematics ◽  
College Teachers ◽  
The Relationship

Polynomial equation theory has been one of the casualties of recent curricular revisions. College teachers often assume that freshmen are familiar with the remainder and factor theorems, the rational root theorem, the relationship between roots and coefficients, etc., whereas these topics are not always found in even a four-year high school mathematics sequence.

scholarly journals High School Mathematics Learning Transfer and Academic Evaluation Based On Core Literacy

2018 ◽  
Vol 1 (2) ◽  
pp. 22-25
Author(s):  
Youling Zhang ◽  
Yibing Sun ◽  
Zhenlai Han ◽  
Shurong Sun
Keyword(s):  
High School ◽  
Learning Transfer ◽  
Mathematics Learning ◽  
School Mathematics ◽  
High School Mathematics ◽  
Migration Ability ◽  
Academic Evaluation ◽  
The Core ◽  
The Relationship ◽  
Core Literacy

"Core Literacy" and "Learning Transfer" are hot topics in the education field. Through the questionnaire analysis of the innovative class students and ordinary class students in Shandong Experimental Middle School. Through the high school mathematics transfer law application questionnaire, the relationship between the score and the migration ability is analyzed. Through the questionnaire of the core literacy of high school mathematics, the relationship between the score and the core literacy was analyzed. Learning transfer ability directly affects the formation of core literacy, so it is necessary to improve core literacy according to the theory of learning transfer.

A MULTI-INSTITUTIONAL STUDY OF THE RELATIONSHIP BETWEEN HIGH SCHOOL MATHEMATICS ACHIEVEMENT AND PERFORMANCE IN INTRODUCTORY COLLEGE STATISTICS

2012 ◽  
Vol 11 (1) ◽  
pp. 4-20
Author(s):  
DANIELLE N. DUPUIS ◽  
AMANUEL MEDHANIE ◽  
MICHAEL HARWELL ◽  
BRANDON LEBEAU ◽  
DEBRA MONSON ◽  
...  
Keyword(s):  
High School ◽  
Mathematics Achievement ◽  
Mathematics Curriculum ◽  
Statistics Education ◽  
School Mathematics ◽  
High School Mathematics ◽  
Statistics Course ◽  
Students First ◽  
The Relationship ◽  
School Mathematics Curriculum

In this study we examined the effects of prior mathematics achievement and completion of a commercially developed, National Science Foundation-funded, or University of Chicago School Mathematics Project high school mathematics curriculum on achievement in students’ first college statistics course. Specifically, we examined the relationship between students’ high school mathematics achievement and high school mathematics curriculum on the difficulty level of students’ first college statistics course, and on the grade earned in that course. In general, students with greater prior mathematics achievement took more difficult statistics courses and earned higher grades in those courses. The high school mathematics curriculum a student completed was unrelated to statistics grades and course-taking. First published May 2012 at Statistics Education Research Journal: Archives

A Multi-Institutional Study of High School Mathematics Curricula and College Mathematics Achievement and Course Taking

2013 ◽  
Vol 44 (5) ◽  
pp. 742-774 ◽  
Author(s):  
Michael R. Harwell ◽  
Thomas R. Post ◽  
Amanuel Medhanie ◽  
Danielle N. Dupuis ◽  
Brandon LeBeau
Keyword(s):  
High School ◽  
Mathematics Achievement ◽  
College Algebra ◽  
Chicago School ◽  
School Mathematics ◽  
High School Mathematics ◽  
College Mathematics ◽  
Mathematics Curricula ◽  
The University ◽  
The Relationship

This study examined the relationship between high school mathematics curricula and student achievement and course-taking patterns over 4 years of college. Three types of curricula were studied: National Science Foundation (NSF)-funded curricula, the University of Chicago School Mathematics Project curriculum, and commercially developed curricula. The major result was that high school mathematics curricula were unrelated to college mathematics achievement or students' course-taking patterns for students who began college with precalculus (college algebra) or a more difficult course. However, students of the NSF-funded curricula were statistically more likely to begin their college mathematics at the developmental level.

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.

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