Instructional Experiences That Align with Conceptual Understanding in the Transition from High School Mathematics to College Calculus

Autor/inn/en	Wade, Carol H.; Sonnert, Gerhard; Sadler, Philip M.; Hazari, Zahra
Titel	Instructional Experiences That Align with Conceptual Understanding in the Transition from High School Mathematics to College Calculus
Quelle	In: American Secondary Education, 45 (2017) 2, S.4-21 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0003-1003
Schlagwörter	Transitional Programs; Secondary School Mathematics; College Mathematics; Calculus; Mathematics Instruction; College Preparation; Mathematics Achievement; Learning Experience; Mathematics Teachers; Secondary School Teachers; Teacher Education Programs; College Bound Students; National Surveys; High School Graduates; High School Students; Hierarchical Linear Modeling; College Entrance Examinations; Likert Scales; Student Surveys; Massachusetts; SAT (College Admission Test); ACT Assessment + Suchen Sie Ihr Suchwort? Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Mathematics lessons; Mathematikunterricht; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Lernerfahrung; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; High school; High schools; Graduate; Graduates; Oberschule; Absolvent; Absolventin; Student; Students; Schüler; Schülerin; Studentin; Aufnahmeprüfung; Likert-Skala; Schülerbefragung; Master-Studiengang; Assessment; Eignungsprüfung; Eignungstest; Hochschulzulassung
Abstract	Using data from the first National study on high school preparation for college calculus success, the Factors Influencing College Success in Mathematics (FICSMath) project, this article connects student high school instructional experiences to college calculus performance. The findings reported here reveal that students were better prepared for college calculus success by high school instructional experiences that emphasized mathematical definitions, vocabulary, reasoning, functions, and hands-on activities. These findings serve to inform high school mathematics teachers about promising instructional practices. They can also inform teacher education programs about how to better prepare secondary mathematics educators to discuss conceptual understanding on the widely used Educative Teacher Performance Assessment (edTPA). (As Provided).
Anmerkungen	Ashland University Dwight Schar College of Education. 229 Dwight Schar Building, 401 College Avenue, Ashland, OH 44805. Tel: 419-289-5273; Web site: http://www.ashland.edu/ase
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01