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Autor/inSchornick, Paula
TitelLooking at High School Mathematics Education from the Inside Out
QuelleIn: NASSP Bulletin, 94 (2010) 1, S.17-39 (23 Seiten)Infoseite zur Zeitschrift
PDF als Volltext Verfügbarkeit 
Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN0192-6365
DOI10.1177/0192636510375607
SchlagwörterMathematics Instruction; Elementary Secondary Education; High School Graduates; Remedial Mathematics; Secondary School Mathematics; Attitude Measures; Developmental Programs; Relevance (Education); Interviews; Educational Environment; Social Environment; Course Selection (Students); Educational Quality; Educational Technology; Teacher Attitudes; Teacher Student Relationship; Student Attitudes; Student Participation; Influences; Parent Attitudes; Educational Attainment
AbstractUnited States schools are not providing students with the mathematical background necessary to compete on an international level and become successful adults. Recently, educators and researchers have focused on learning what factors might attribute to this lack of mathematical knowledge. However, few studies have searched for answers from the students themselves.The purpose of this study was to gain an understanding of how recent high school graduates, enrolled in college developmental mathematics courses, perceived the mathematics education they received from their K-12 institution. (Contains 1 table.) (As Provided).
AnmerkungenSAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2017/4/10
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