Mathematical Readiness of Entering College Freshmen: An Exploration of Perceptions of Mathematics Faculty

Autor/inn/en	Corbishley, Jeffrey B.; Truxaw, Mary P.
Titel	Mathematical Readiness of Entering College Freshmen: An Exploration of Perceptions of Mathematics Faculty
Quelle	In: School Science and Mathematics, 110 (2010) 2, S.71-85 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-6803
DOI	10.1111/j.1949-8594.2009.00011.x
Schlagwörter	Generalization; Mathematical Logic; Numeracy; Measurement Techniques; College Freshmen; Mathematics Teachers; College Faculty; College Preparation; Teacher Attitudes; Mathematics Skills; College Mathematics; Educational Change; Knowledge Level; Questionnaires; Algebra; Geometry; Trigonometry; Probability; Mathematical Concepts + Suchen Sie Ihr Suchwort? Mathematical logics; Mathematische Logik; Rechenkompetenz; Messtechnik; Studienanfänger; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Fakultät; Lehrerverhalten; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Bildungsreform; Wissensbasis; Fragebogen; Geometrie; Trigonometrie; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie
Abstract	The National Council of Teachers of Mathematics has set ambitious goals for the teaching and learning of mathematics that include preparing students for both the workplace and higher education. While this suggests that it is important for students to develop strong mathematical competencies by the end of high school, there is evidence to indicate that overall this is not the case. Both national and international studies corroborate the concern that, on the whole, US 12th grade students do not demonstrate mathematical proficiency, suggesting that students making the transition from high school to college mathematics may not be ready for its rigors. In order to investigate mathematical readiness of entering college students, this study surveyed mathematics faculty. Specifically, faculty members were asked their perceptions of average entering students' readiness related to relevant mathematical skills and concepts, and the importance of the same skills and concepts as foundations for college mathematics. Results demonstrated that the faculty perceived that average freshman students are generally not mathematically prepared; further, the skills and concepts rated as highly important--namely, algebraic skills and reasoning and generalization--were among those rated the lowest in terms of student competencies. (Contains 7 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10