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This document is designed to assist classroom teachers in preparing students to successfully complete the Alabama High School Graduation Exam (AHSGE). It consists of activities that are correlated with the Alabama Course of Study: Mathematics, Bulletin 1997, No. 4, and Standards and Objectives (Reading Comprehension, Language, Mathematics, and Science) for the Alabama High School Graduation Exam, Bulletin 1997, No. 16. Activities include: (1) "Apply order of operations"; (2) "Add and subtract polynomials"; (3) "Multiply polynomials"; (4) "Factor polynomials"; (5) "Solve multi-step equations of first degree"; (6) "Solve quadratic equations that are factorable"; (7) "Solve systems of two linear equations"; (8) "Solve multi-step inequalities of first degree"; (9) "Identify functions"; (10) "Find the range of functions when given the domain"; (11) "Find the perimeter, circumference, area, or volume of geometric figures"; (12) "Find the distance, midpoint, or slope of line segments when given two points"; (13) "Graph or identify graphs of linear equations"; (14) "Graph lines given certain conditions"; (15) "Determine solution sets of inequalities"; (16) "Identify graphs of common relations"; (17) "Translate verbal or symbolic information into algebraic expressions, or identify equations or inequalities that represent graphs or problem situations"; (18) "Apply properties of angles and relationships between angles"; (19) "Apply Pythagorean Theorem"; (20) "Apply properties of similar polygons"; (21) "Apply properties of plane and solid geometric figures"; (22)"Determine measures of central tendency"; (23) "Determine probabilities"; (24) "Solve problems involving direct variation"; and (25) "Solve problems involving algebraic concepts." Possible reading and writing connections are also included in this document for each standard and objective of the mathematics subject-area test of the AHSGE. (MM)

This document is designed to assist classroom teachers in preparing students to successfully complete the Alabama High School Graduation Exam (AHSGE). It consists of activities that are correlated with the Alabama Course of Study: Mathematics, Bulletin 1997, No. 4, and Standards and Objectives (Reading Comprehension, Language, Mathematics, and Science) for the Alabama High School Graduation Exam, Bulletin 1997, No. 16. Activities include: (1) "Apply order of operations"; (2) "Add and subtract polynomials"; (3) "Multiply polynomials"; (4) "Factor polynomials"; (5) "Solve multi-step equations of first degree"; (6) "Solve quadratic equations that are factorable"; (7) "Solve systems of two linear equations"; (8) "Solve multi-step inequalities of first degree"; (9) "Identify functions"; (10) "Find the range of functions when given the domain"; (11) "Find the perimeter, circumference, area, or volume of geometric figures"; (12) "Find the distance, midpoint, or slope of line segments when given two points"; (13) "Graph or identify graphs of linear equations"; (14) "Graph lines given certain conditions"; (15) "Determine solution sets of inequalities"; (16) "Identify graphs of common relations"; (17) "Translate verbal or symbolic information into algebraic expressions, or identify equations or inequalities that represent graphs or problem situations"; (18) "Apply properties of angles and relationships between angles"; (19) "Apply Pythagorean Theorem"; (20) "Apply properties of similar polygons"; (21) "Apply properties of plane and solid geometric figures"; (22)"Determine measures of central tendency"; (23) "Determine probabilities"; (24) "Solve problems involving direct variation"; and (25) "Solve problems involving algebraic concepts." Possible reading and writing connections are also included in this document for each standard and objective of the mathematics subject-area test of the AHSGE. (MM)

This document is designed to assist classroom teachers in preparing students to successfully complete the Alabama High School Graduation Exam (AHSGE). It consists of activities that are correlated with the Alabama Course of Study: Mathematics, Bulletin 1997, No. 4, and Standards and Objectives (Reading Comprehension, Language, Mathematics, and Science) for the Alabama High School Graduation Exam, Bulletin 1997, No. 16. Activities include: (1) "Apply order of operations"; (2) "Add and subtract polynomials"; (3) "Multiply polynomials"; (4) "Factor polynomials"; (5) "Solve multi-step equations of first degree"; (6) "Solve quadratic equations that are factorable"; (7) "Solve systems of two linear equations"; (8) "Solve multi-step inequalities of first degree"; (9) "Identify functions"; (10) "Find the range of functions when given the domain"; (11) "Find the perimeter, circumference, area, or volume of geometric figures"; (12) "Find the distance, midpoint, or slope of line segments when given two points"; (13) "Graph or identify graphs of linear equations"; (14) "Graph lines given certain conditions"; (15) "Determine solution sets of inequalities"; (16) "Identify graphs of common relations"; (17) "Translate verbal or symbolic information into algebraic expressions, or identify equations or inequalities that represent graphs or problem situations"; (18) "Apply properties of angles and relationships between angles"; (19) "Apply Pythagorean Theorem"; (20) "Apply properties of similar polygons"; (21) "Apply properties of plane and solid geometric figures"; (22)"Determine measures of central tendency"; (23) "Determine probabilities"; (24) "Solve problems involving direct variation"; and (25) "Solve problems involving algebraic concepts." Possible reading and writing connections are also included in this document for each standard and objective of the mathematics subject-area test of the AHSGE. (MM)

This document is designed to assist classroom teachers in preparing students to successfully complete the Alabama High School Graduation Exam (AHSGE). It consists of activities that are correlated with the Alabama Course of Study: Mathematics, Bulletin 1997, No. 4, and Standards and Objectives (Reading Comprehension, Language, Mathematics, and Science) for the Alabama High School Graduation Exam, Bulletin 1997, No. 16. Activities include: (1) "Apply order of operations"; (2) "Add and subtract polynomials"; (3) "Multiply polynomials"; (4) "Factor polynomials"; (5) "Solve multi-step equations of first degree"; (6) "Solve quadratic equations that are factorable"; (7) "Solve systems of two linear equations"; (8) "Solve multi-step inequalities of first degree"; (9) "Identify functions"; (10) "Find the range of functions when given the domain"; (11) "Find the perimeter, circumference, area, or volume of geometric figures"; (12) "Find the distance, midpoint, or slope of line segments when given two points"; (13) "Graph or identify graphs of linear equations"; (14) "Graph lines given certain conditions"; (15) "Determine solution sets of inequalities"; (16) "Identify graphs of common relations"; (17) "Translate verbal or symbolic information into algebraic expressions, or identify equations or inequalities that represent graphs or problem situations"; (18) "Apply properties of angles and relationships between angles"; (19) "Apply Pythagorean Theorem"; (20) "Apply properties of similar polygons"; (21) "Apply properties of plane and solid geometric figures"; (22)"Determine measures of central tendency"; (23) "Determine probabilities"; (24) "Solve problems involving direct variation"; and (25) "Solve problems involving algebraic concepts." Possible reading and writing connections are also included in this document for each standard and objective of the mathematics subject-area test of the AHSGE. (MM)

Much research identifies a gender gap in mathematics and some research points to single-gender mathematics classrooms as a solution to the mathematics gender divide. A 7-week study was conducted in which 5th grade students (N=50) were organized into two mathematics classes. The goal was to examine whether single-gender mathematics classes had an effect on the achievement and attitudes of the female students. No statistical significance was noted in girls' achievement between a single-gender classroom and a coeducational classroom. (Contains 33 references.) (Author/DDR)

Much research identifies a gender gap in mathematics and some research points to single-gender mathematics classrooms as a solution to the mathematics gender divide. A 7-week study was conducted in which 5th grade students (N=50) were organized into two mathematics classes. The goal was to examine whether single-gender mathematics classes had an effect on the achievement and attitudes of the female students. No statistical significance was noted in girls' achievement between a single-gender classroom and a coeducational classroom. (Contains 33 references.) (Author/DDR)

Much research identifies a gender gap in mathematics and some research points to single-gender mathematics classrooms as a solution to the mathematics gender divide. A 7-week study was conducted in which 5th grade students (N=50) were organized into two mathematics classes. The goal was to examine whether single-gender mathematics classes had an effect on the achievement and attitudes of the female students. No statistical significance was noted in girls' achievement between a single-gender classroom and a coeducational classroom. (Contains 33 references.) (Author/DDR)

Much research identifies a gender gap in mathematics and some research points to single-gender mathematics classrooms as a solution to the mathematics gender divide. A 7-week study was conducted in which 5th grade students (N=50) were organized into two mathematics classes. The goal was to examine whether single-gender mathematics classes had an effect on the achievement and attitudes of the female students. No statistical significance was noted in girls' achievement between a single-gender classroom and a coeducational classroom. (Contains 33 references.) (Author/DDR)

Much research identifies a gender gap in mathematics and some research points to single-gender mathematics classrooms as a solution to the mathematics gender divide. A 7-week study was conducted in which 5th grade students (N=50) were organized into two mathematics classes. The goal was to examine whether single-gender mathematics classes had an effect on the achievement and attitudes of the female students. No statistical significance was noted in girls' achievement between a single-gender classroom and a coeducational classroom. (Contains 33 references.) (Author/DDR)

Much research identifies a gender gap in mathematics and some research points to single-gender mathematics classrooms as a solution to the mathematics gender divide. A 7-week study was conducted in which 5th grade students (N=50) were organized into two mathematics classes. The goal was to examine whether single-gender mathematics classes had an effect on the achievement and attitudes of the female students. No statistical significance was noted in girls' achievement between a single-gender classroom and a coeducational classroom. (Contains 33 references.) (Author/DDR)

Much research identifies a gender gap in mathematics and some research points to single-gender mathematics classrooms as a solution to the mathematics gender divide. A 7-week study was conducted in which 5th grade students (N=50) were organized into two mathematics classes. The goal was to examine whether single-gender mathematics classes had an effect on the achievement and attitudes of the female students. No statistical significance was noted in girls' achievement between a single-gender classroom and a coeducational classroom. (Contains 33 references.) (Author/DDR)

Much research identifies a gender gap in mathematics and some research points to single-gender mathematics classrooms as a solution to the mathematics gender divide. A 7-week study was conducted in which 5th grade students (N=50) were organized into two mathematics classes. The goal was to examine whether single-gender mathematics classes had an effect on the achievement and attitudes of the female students. No statistical significance was noted in girls' achievement between a single-gender classroom and a coeducational classroom. (Contains 33 references.) (Author/DDR)

Much research identifies a gender gap in mathematics and some research points to single-gender mathematics classrooms as a solution to the mathematics gender divide. A 7-week study was conducted in which 5th grade students (N=50) were organized into two mathematics classes. The goal was to examine whether single-gender mathematics classes had an effect on the achievement and attitudes of the female students. No statistical significance was noted in girls' achievement between a single-gender classroom and a coeducational classroom. (Contains 33 references.) (Author/DDR)

Dépouillement.- V.1 Concepts and classroom methods.- V.2 Activities and instructional ideas

Dépouillement.- V.1 Concepts and classroom methods.- V.2 Activities and instructional ideas

Drawing from literature on research, innovative programs, and association positions, this paper provides an overview of two-year college mathematics curricula, instruction, and faculty. Introductory material places the discussion in the context of changes that have taken place in the community college over the past 20 years, highlighting increases in part-time attendance, the enrollment of lower ability students, and the influx of minority and low-income students. The effects of these changes on the community college curriculum are analyzed with respect to the prevalence of remedial and introductory courses and the paucity of advanced courses; curriculum deficiencies; and testing and placement programs. Reports from individual colleges are reviewed next, providing information on developmental teaching methods, attempts to combat high attrition rates, math anxiety programs, and the operation of labs and centers. Next, the paper addresses the math competencies expected of entering freshmen and ways of assessing them. Focus is placed on the research of the Center for the Study of Community Colleges on the general education knowledge of two-year college students. An overview of recent changes in the instructional design of two-year college math classes is followed by a review of the research on the professional characteristics of two-year college math instructors. Finally, the future of mathematics is discussed, and recommendations concerning the professionalization of the faculty, curriculum reform, and the promotion of student understanding of the importance of math skills are presented. (AYC)

Today's Education: Mathematics-Science Edition is an active publication covering mathematics and science education. It was established in 1981 and is published quarterly by National Education Association of the United States.