The First-Year Algebra Via Applications Development Project. Summary of Activities and Results. Final Technical Report.

Autor/in	Usiskin, Zalman
Institution	Chicago Univ., IL. Dept. of Education.
Titel	The First-Year Algebra Via Applications Development Project. Summary of Activities and Results. Final Technical Report.
Quelle	(1979), (32 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Algebra; Course Content; Course Descriptions; Educational Research; Instructional Materials; Learning Theories; Mastery Learning; Mathematical Applications; Mathematics Curriculum; Mathematics Instruction; Pilot Projects; Program Descriptions; Secondary Education; Secondary School Mathematics + Suchen Sie Ihr Suchwort? Kursprogramm; Kursstrukturplan; Bildungsforschung; Pädagogische Forschung; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Learning theory; Lerntheorie; Angewandte Mathematik; Innermathematische Anwendung; Mathematics lessons; Mathematikunterricht; Pilot project; Modellversuch; Pilotprojekt; Sekundarbereich
Abstract	The aim of this project was to develop a curriculum for first-year algebra students to provide a wide range of applications of mathematics. This type of application would permit students to understand how algebraic symbolism develops out of natural needs. A pilot draft of the materials was field-tested during the 1974-75 school year, revised, and field-tested in three schools the following year. A basic element of the curriculum which evolved from the testing and revision was the development of a skill workbook which employed principles of mastery learning. Nationwide field testing was accomplished during the 1976-77 school year. The final product is a course similar to a standard algebra course in much of the content, but with more emphasis on probability, statistics, and applications of word problems. Results of field-testing in 20 schools indicated little differences in measures of achievement between project and non-project classes. Teacher attitudes were divided, almost evenly, into two groups--those who felt the course to be appropriate for first-year students, and those who felt it was too difficult or non-traditional. (Author)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC