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    Instructional Experiences that Align with Conceptual Understanding in the Transition from High School Mathematics to College Calculus

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    Author
    Wade, Carol H.
    Sonnert, Gerhard
    Sadler, Philip M.
    Hazari, Zahra
    Keyword
    Instructional Experiences
    College Mathematics
    Student Performance
    edTPA
    Journal title
    American Secondary Education
    Date Published
    2017-04-01
    Publication Volume
    45
    Publication Issue
    2
    
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    URI
    http://hdl.handle.net/20.500.12648/2204
    Abstract
    Using data from the first National study on high school preparation for college calculus success, the Factors Influencing College Success in Mathematics (FICSMath) project, this article connects student high school instructional experiences to college calculus performance. The findings reported here reveal that students were better prepared for college calculus success by high school instructional experiences that emphasized mathematical definitions, vocabulary, reasoning, functions, and hands-on activities. These findings serve to inform high school mathematics teachers about promising instructional practices. They can also inform teacher education programs about how to better prepare secondary mathematics educators to discuss conceptual understanding on the widely used Educative Teacher Performance Assessment (edTPA).
    Citation
    Wade, C., Sonnert, G., Sadler, P., & Hazari, Z. (2017). Instructional experiences that align with conceptual understanding in transition for high school mathematics to college calculus. American Secondary Education, 45 (2).
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