Twelfth-Grade Mathematics in U.S. High Schools: A Report from the Second International Mathematics Study

1985 ◽  
Vol 78 (4) ◽  
pp. 292-300
Author(s):  
Curtis C. McKnight ◽  
Kenneth J. Travers ◽  
John A. Dossey
Keyword(s):  
High Schools ◽  
Mathematics Achievement ◽  
Attitudes Toward Mathematics ◽  
College Preparatory ◽  
Mathematics Students ◽  
Secondary Schooling ◽  
College Preparatory Mathematics ◽  
Twelfth Grade ◽  
The U.S ◽  
Preparatory Mathematics

What mathematics is taught to twelfth grade students in high schools in the U.S. who are enrolled in at least their fourth year of college preparatory mathematics? What are the teachers like who provide this instruction? How do they spend their time? How do the students spend their time? How well do the students do? What are their attitudes toward mathematics? Do they gain much in mathematics achievement during the year? How does their achievement compare with that of students at the end of secondary schooling in other countries? How do they compare with twelfth-grade college preparatory mathematics students of twenty years ago?

Some Suggestions for Courses in Mathematics for Non-College Preparatory Students

1919 ◽  
Vol 11 (4) ◽  
pp. 165-171
Author(s):  
Clarence E. Paddock ◽  
Harold B. Garland ◽  
Charles E. Haigler ◽  
Elmer Case ◽  
Thomas G. Rees
Keyword(s):  
High Schools ◽  
Secondary School ◽  
College Preparatory ◽  
Future Prospects ◽  
Local Conditions ◽  
College Preparatory Mathematics ◽  
The Subject ◽  
College Preparatory Students ◽  
Life Work ◽  
Preparatory Mathematics

The question of college preparatory mathematics has been so long under discussion in all its aspects that it would appear that special attention is due the pupil who does not expect to go to college, and for whom the secondary institution is the finishing school. Valuable as are the standard courses in mathematics as given in most high schools, other material can unquestionably be substituted for at least a part of them which will be of more immediate practical use to the pupil who expects to take up his life work immediately after leaving the high or other secondary school. It is manifestly impossible to suggest courses which will be applicable to all schools, or even to all schools of a given type, due to widely varying local conditions as well as to great differences in the caliber and future prospects of the pupils. The committee has spent much time and thought upon the subject and finds it difficult to recommend a complete definite course for any school, preferring rather to offer suggestions which may be the means of inspiring our schools to improve present courses or to construct practical and useful ones for our boys and girls.

The Art of Teaching: An Approach to Forming the Content of Non-College Preparatory Courses in Mathematics

1948 ◽  
Vol 41 (3) ◽  
pp. 130-131
Author(s):  
Margaret McAlpine Miller
Keyword(s):  
High Schools ◽  
College Preparatory ◽  
College Preparatory Mathematics ◽  
Art Of Teaching ◽  
Preparatory Mathematics ◽  
Course Of Study

If we are going to have a curriculum in non-college preparatory mathematics in our high schools, certainly one of the first problems we will encounter is the problem of the course of study or the content of the courses.

Revision of College Preparatory Mathematics

1926 ◽  
Vol 19 (6) ◽  
pp. 321-328
Author(s):  
Marie Gugle
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
General Public ◽  
College Preparatory ◽  
College Entrance ◽  
Public Interests ◽  
Variable Quantity ◽  
College Preparatory Mathematics ◽  
Preparatory Mathematics

College entrance mathematics is a variable quantity; until recently each college set its own entrance requirements. As President Butler said, they “were going their several ways with sublime unconcern for the policies of other colleges, for the needs of secondary schools, or for the general public interests…. No secondary school could adjust its work and its program to their requirements.”

College Preparatory Mathematics: Preparation for What?

1968 ◽  
Vol 61 (1) ◽  
pp. 46-49
Author(s):  
Charles R. Eilber
Keyword(s):  
Secondary School ◽  
Mathematics Curriculum ◽  
School Mathematics ◽  
College Preparatory ◽  
Secondary School Mathematics ◽  
Major Aspect ◽  
The Future ◽  
College Preparatory Mathematics ◽  
Mathematics Preparation ◽  
Preparatory Mathematics

DESPITE the great amount of attention focused on the secondary school mathematics curriculum in recent years, there remains a major aspect of the teaching of college preparatory mathematics which has been consistently overlooked. While there seems to be little question that the content and approach of the modern curricula are significant and relevant to the needs and purposes of the future mathematician, engineer, physicist, and statistician, the relevance of the secondary school college preparatory mathematics curriculum to the lives of the future historian, musician, teacher of English, or any articulate layman is doubtful.

College Entrance Mathematics in the Year 2000

1984 ◽  
Vol 77 (6) ◽  
pp. 422-428
Author(s):  
Stephen B. Maurer
Keyword(s):  
College Preparatory ◽  
College Entrance ◽  
College Preparatory Mathematics ◽  
Mathematics Program ◽  
Year 2000 ◽  
Preparatory Mathematics

What will the college preparatory mathematics program look like in the year 2000? I shall try to tell you.

The Algebra Project: Organizing in the Spirit of Ella

1989 ◽  
Vol 59 (4) ◽  
pp. 423-444 ◽  
Author(s):  
Robert Moses ◽  
Mieko Kamii ◽  
Susan McAllister Swap ◽  
Jeffrey Howard
Keyword(s):  
Middle School ◽  
High Schools ◽  
Civil Rights ◽  
Technological Change ◽  
Mathematics Curriculum ◽  
School Level ◽  
College Preparatory ◽  
Knowledge And Skills ◽  
Ongoing Effort ◽  
College Preparatory Mathematics

This article analyzes the unique impact of civil rights organizing — in the spirit of Ella Baker — on the grassroots effort of a community activist parent, Robert Moses. Moses, who is also a mathematician, argues that all children should have access to the college preparatory mathematics curriculum of the high schools, and that children without access to such programs are barred from acquiring the knowledge and skills necessary for participation in an economy driven by rapid technological change. In this article, the authors describe the interaction among parents, students, and teachers engaged in The Algebra Project, a seven-year ongoing effort to establish a pedagogy of mathematics that expects, encourages, and supports every student to study algebra at the middle-school level.

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