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Curriculum articulation and alignment and perceptions of preparedness for engineering and science students between high school and entry -level college mathematics.

机译：高中和入门级大学数学之间的工程衔接，工科和理科学生的课程衔接，对齐和准备感。

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摘要

The exploratory study examined the articulation and alignment between high school math curricula and entry-level mathematics courses at the university level using engineering/science students as a test case. The first research question was what is the articulation and alignment between high school math curricula and university entry-level math courses. The study examined the match, overlap and gaps of major math concepts between high school and college entry-level courses, and whether the progression of high school math courses leads directly into college entry-level math courses for engineering/science students, who typically have a mathematics intensive high school program and a more identifiable pathway into entry-level university mathematics. The second major research question was what are perceptions of student preparedness for entry-level college math courses for engineering and science students. Three groups were surveyed for their perceptions: recently matriculated university engineering/science students, high school math teachers, and entry-level college math instructors/professors.;The student sample comprised engineering/science students from nine selected high schools, who entered PSU as freshmen, Fall of 2001, nine high schools that send large numbers of these students to Penn State, and instructors/professors who taught the entry-level mathematics courses to these students, Fall of 2001.;The Pennsylvania math standards provided a common language to identify the mastery and importance of main mathematical concepts for the participants. The nine high schools provided their curriculum guides, which listed the alignment, the course content, the prerequisites, and the sequence for the courses. There was a primary focus on calculus courses for any articulation with university entry-level math courses. Based on the study results, articulation and alignment of high school math classes with college entry-level math classes for engineering/science students are unclear. With the exception of algebra, the perceived articulation of the math courses between high school and college by students, high school teachers, and university instructors is vague and inconsistent. (The articulation of the use of graphing calculators could also be improved.) The PSU participating students and high school math teachers perceived an acceptable level of preparedness, but the PSU math instructors/professors perceived an unacceptable level of preparedness.
机译：这项探索性研究使用工程/理科学生作为测试案例，研究了高中数学课程与大学水平的入门级数学课程之间的衔接和一致性。第一个研究问题是高中数学课程与大学入门级数学课程之间的衔接和衔接是什么。这项研究调查了高中和大学入门课程之间主要数学概念的匹配，重叠和差距，以及高中数学课程的进展是否直接导致了工程/理科学生的大学入门级数学课程，他们通常数学密集型中学课程，以及进入入门级大学数学的更可识别的途径。第二个主要的研究问题是，对于工程和理科学生的入门级大学数学课程，学生对准备的看法是什么。对三组学生的看法进行了调查：最近入读大学工程/理科学生，高中数学老师和入门级大学数学导师/教授的学生；学生样本包括来自九所选定高中的工程/理科学生，他们以PSU身份进入PSU。大学新生，2001年秋季，有九所中学将大量此类学生送往宾夕法尼亚州立大学，以及在2001年秋季为这些学生教授入门数学课程的讲师/教授；宾夕法尼亚州的数学标准为确定主要数学概念对参与者的掌握和重要性。九所高中提供了他们的课程指南，其中列出了路线，课程内容，前提条件和课程顺序。对于大学入门级数学课程的任何衔接，微积分课程的首要重点是。根据研究结果，不清楚针对工程/理科学生的高中数学课程与大学入门级数学课程的衔接和衔接。除代数外，学生，高中教师和大学讲师对高中和大学之间数学课程的理解是含糊不清的。 （使用图形计算器的清晰度也可以得到改善。）参加PSU的​​学生和高中数学老师认为准备水平可以接受，但是PSU数学老师/教授认为准备水平不能接受。

著录项

  • 作者

    McAteer, Patricia Rose.;

  • 作者单位

    The Pennsylvania State University.;

  • 授予单位 The Pennsylvania State University.;
  • 学科 Education Administration.;Education Curriculum and Instruction.
  • 学位 D.Ed.
  • 年度 2003
  • 页码 182 p.
  • 总页数 182
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

  • 入库时间 2022-08-17 11:44:49

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