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Jones, J: Learning in USA Algebra Classes

Instructor Perceptions of Student Learning in Secondary and Postsecondary Algebra Classes

von Jones, Jane   (Autor)

Knowledge of algebra is the critical gatekeeper for success in completing high school and postsecondary training. In the United States 22% of entering freshmen are under-prepared for college mathematics. Researchers have documented disconnects between secondary and postsecondary mathematics\' expectations, but little is known about instructor perceptions of student learning in algebra classes. A researcher-developed survey was administered to a random sample of high school, community college, and university mathematics instructors to determine how well they believed students were mastering algebra content in high school and college algebra classes. Findings indicated there are differences in instructors\' perceptions of algebra learning in high school and in credit-bearing college algebra classes. The study should help establish the importance of significant three-way dialogue between high school, community college, and university instructors in order to find ways to enable students to make successful transitions from high school to college mathematics, and should be of interest to secondary and postsecondary mathematics professionals.

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Produktbeschreibung

Knowledge of algebra is the critical gatekeeper for success in completing high school and postsecondary training. In the United States 22% of entering freshmen are under-prepared for college mathematics. Researchers have documented disconnects between secondary and postsecondary mathematics\' expectations, but little is known about instructor perceptions of student learning in algebra classes. A researcher-developed survey was administered to a random sample of high school, community college, and university mathematics instructors to determine how well they believed students were mastering algebra content in high school and college algebra classes. Findings indicated there are differences in instructors\' perceptions of algebra learning in high school and in credit-bearing college algebra classes. The study should help establish the importance of significant three-way dialogue between high school, community college, and university instructors in order to find ways to enable students to make successful transitions from high school to college mathematics, and should be of interest to secondary and postsecondary mathematics professionals. 

Autoreninfo

Jones, Jane
Jane Housman Jones, Ph.D: Studied Curriculum and Instruction in K-12 Mathematics at the University of Louisville. Taught secondary mathematics in Louisville schools and was a resource teacher for the Kentucky Department of Education. Research Assistant, Center for Research in Mathematics and Science Teacher Development, University of Louisville.  

Mehr vom Verlag:

VDM Verlag

Mehr vom Autor:

Jones, Jane

Produktdetails

Medium: Buch
Format: Kartoniert
Seiten: 152
Sprache: Englisch
Erschienen: Juni 2008
Maße: 220 x 150 mm
Gewicht: 243 g
ISBN-10: 3639019164
ISBN-13: 9783639019162

Bestell-Nr.: 4256365 
Libri-Verkaufsrang (LVR):
Libri-Relevanz: 0 (max 9.999)
 

LIBRI: 0000000
LIBRI-EK*: 38.60 € (30.00%)
LIBRI-VK: 59,00 €
Libri-STOCK: 0
* EK = ohne MwSt.

UVP: 2 
Warengruppe: 17220 

KNO: 21163375
KNO-EK*: 38.60 € (30.00%)
KNO-VK: 59,00 €
KNV-STOCK: 0

KNOABBVERMERK: 2008 152 S. 220 mm
Einband: Kartoniert
Sprache: Englisch
Beilage(n): Paperback

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