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ERIC Number: ED265012
Record Type: RIE
Publication Date: 1985
Pages: 22
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Mathematics Achievement Scores in High School: Are They Related to the Way We Teach in the Earlier Grades?
Schimizzi, Ned V.
Many high school and college students seem to dislike mathematics, do poorly in the subject (as evidenced by declining test scores), and avoid scheduling courses in mathematics. Answers to why test scores are declining and why mathematics achievement is low among adults are speculative and as varied as the educators who offer them. However, one answer may lie in the area of cognitive development. Most of the basic mathematics which students are expected to remember for passing high school and college examinations is taught at a time when they are psychologically incapable of abstract conceptualization. Furthermore, students are taught basic mathematics with methods and strategies which require use of abstract symbols at a stage in their life when they are capable of"conceptualizing" only when the concepts are physically structured for them (representations of a mathematical reality constructed in three-dimensional form). Eight areas for curriculum developers to explore or implement in schools (based on knowledge of the psychological development of youth) are offered. They include: excluding concepts and skills from the mathematics programs of 6- and 7-year-olds which they are psychologically incapable of grasping; using real-life mathematical applications; and using Piagetian-oriented teaching methods. (JN)
Publication Type: Reports - Descriptive
Education Level: N/A
Audience: Practitioners
Language: English
Sponsor: N/A
Authoring Institution: N/A