What Students Notice as Different between Reform and Traditional Mathematics Programs

Autor/inn/en	Star, Jon R.; Smith, John P., III; Jansen, Amanda
Titel	What Students Notice as Different between Reform and Traditional Mathematics Programs
Quelle	In: Journal for Research in Mathematics Education, 39 (2008) 1, S.9-32 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-8251
Schlagwörter	Academic Achievement; Calculus; Conventional Instruction; Educational Change; Mathematics Instruction; Academic Standards; Mathematics Achievement; Student Experience; High School Students; College Students + Suchen Sie Ihr Suchwort? Schulleistung; Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Bildungsreform; Mathematics lessons; Mathematikunterricht; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Studienerfahrung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Collegestudent
Abstract	Research on the impact of "Standards"-based mathematics and reform calculus curricula has largely focused on changes in achievement and attitudes, generally ignoring how students experience these new programs. This study was designed to address that deficit. As part of a larger effort to characterize students' transitions into and out of reform programs, we analyzed how 93 high school and college students perceived "Standards"-based and reform calculus programs as different from traditional ones. (Author).
Anmerkungen	National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191-1502. Tel: 800-235-7566; Tel: 703-620-3702; Fax: 703-476-2970; e-mail: orders@nctm.org; Web site: http://www.nctm.org/publications/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10