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ERIC Number: EJ915537
Record Type: Journal
Publication Date: 2010-Feb
Pages: 15
Abstractor: As Provided
Reference Count: 28
ISBN: N/A
ISSN: ISSN-0036-6803
Mathematical Readiness of Entering College Freshmen: An Exploration of Perceptions of Mathematics Faculty
Corbishley, Jeffrey B.; Truxaw, Mary P.
School Science and Mathematics, v110 n2 p71-85 Feb 2010
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.)
John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A