Changing Assessment Practices in an Algebra Class, or Will this Be on the Test?

1999 ◽  
Vol 92 (3) ◽  
pp. 247-249
Author(s):  
Tricia Murphy
Keyword(s):  
High School ◽  
College Algebra ◽  
Colleges And Universities ◽  
School Mathematics ◽  
Assessment Practices ◽  
High School Mathematics ◽  
Algebra Class

After several years of teaching high school mathematics, I was pleased to be asked to teach college algebra at our high school as part of a program designed to prepare students to “test out” of college algebra at area colleges and universities. I had taught this course at our local university, and I looked forward to teaching it again.

Provisions for Meeting the Needs of the Poorly Prepared Student in Algebra

1950 ◽  
Vol 43 (3) ◽  
pp. 107-111
Author(s):  
Margaret L. Berger
Keyword(s):  
High School ◽  
College Algebra ◽  
Colleges And Universities ◽  
School Mathematics ◽  
High School Mathematics ◽  
Teaching College

As a result of teaching college algebra to students whose high school mathematics seemed to be deficient, I became interested in the provisions other colleges and universities are making to help the poorly prepared student.

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.

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