The relationship between completing the Applications of Mathematical Reasoning course and high school to community college transitions Public Deposited

http://ir.library.oregonstate.edu/concern/graduate_thesis_or_dissertations/sf268808z

Descriptions

Attribute NameValues
Creator
Abstract or Summary
  • In 2004, the Transition Mathematics Project (TMP), funded by the state of Washington and The Bill and Melinda Gates Foundation, was established to create projects to help high school students gain the necessary skills to become college and work-ready. Aligned to TMP's College Readiness Mathematics Standards, a fourth-year capstone mathematics course was developed and implemented, titled Applications in Mathematical Reasoning (AMR), a rigorous course option for students to take during their senior year of high school. The purpose of this study was to explore any relationship between taking the AMR course and preparation for college level mathematics. Using causal-comparative study design and matching participants in the sample, variables were examined based on the number of precollege courses taken; college level math course completed and grade earned; and placement test results for students who took the AMR course compared to those students who took no mathematics during their high school senior year. Though findings for precollege and college level course-taking were inconclusive, mathematics placement test scores were found to be significantly higher for those students who completed the AMR course. The placement test findings supported other research that links rigorous mathematics courses taken in high school with improved college placement and persistence. Based on the research examined and the study findings, there was support to consider the following: (a) creating alternate but rigorous math course offerings for the high school senior year; (b) striving toward a four-years of mathematics graduation requirement for all high schools; (c) enacting mandatory placement at the community college for students placing into precollege courses; and (d) reducing barriers to successful transition between high schools and post secondary institutions by fostering K-16 communication, aligning standards, and improving course alignment.
Resource Type
Date Available
Date Copyright
Date Issued
Degree Level
Degree Name
Degree Field
Degree Grantor
Commencement Year
Advisor
Committee Member
Non-Academic Affiliation
Keyword
Subject
Rights Statement
Peer Reviewed
Language
Replaces
Additional Information
  • description.provenance : Approved for entry into archive by Laura Wilson(laura.wilson@oregonstate.edu) on 2012-01-10T21:35:55Z (GMT) No. of bitstreams: 1 Dissertation HammerJoyceD2011.pdf: 1118590 bytes, checksum: 24d602c2e58de1f8a5e4e4b3170cb118 (MD5)
  • description.provenance : Made available in DSpace on 2012-01-10T21:35:55Z (GMT). No. of bitstreams: 1 Dissertation HammerJoyceD2011.pdf: 1118590 bytes, checksum: 24d602c2e58de1f8a5e4e4b3170cb118 (MD5) Previous issue date: 2011-12-19
  • description.provenance : Submitted by Joyce Hammer (hammerj@onid.orst.edu) on 2012-01-10T02:47:59Z No. of bitstreams: 1 Dissertation HammerJoyceD2011.pdf: 1118590 bytes, checksum: 24d602c2e58de1f8a5e4e4b3170cb118 (MD5)
  • description.provenance : Approved for entry into archive by Julie Kurtz(julie.kurtz@oregonstate.edu) on 2012-01-10T16:55:28Z (GMT) No. of bitstreams: 1 Dissertation HammerJoyceD2011.pdf: 1118590 bytes, checksum: 24d602c2e58de1f8a5e4e4b3170cb118 (MD5)

Relationships

In Administrative Set:
Last modified: 08/15/2017

Downloadable Content

Download PDF
Citations:

EndNote | Zotero | Mendeley

Items