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Learning in USA Algebra Classes - Instructor Perceptions of Student Learning in Secondary and Postsecondary Algebra Classes

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.
Learning in USA Algebra Classes - Instructor Perceptions of Student Learning in Secondary and Postsecondary Algebra Classes
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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 book 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.
Jane Jones is Head of MFL Teacher Education in the Department of Education and Professional Studies, and member of the AfL group at King's College London, UK.

Angela McLachlan is the Course Leader for Modern Languages in the Primary PGCE and Teach First programmes in the School of Education, University of Manchester, UK.

Author
Jane Jones
Short Title
LEARNING IN USA ALGEBRA CLASSE
Pages
152
Publisher
VDM Verlag
Language
English
ISBN-10
3639019164
ISBN-13
9783639019162
Media
Book
Format
Paperback
Year
2008
Publication Date
2008-06-30
Affiliation
Health Protection Agency Centre for Infections, London, UK
Subtitle
Instructor Perceptions of Student Learning in Secondary and Postsecondary Algebra Classes
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