Current Search:  Mathematics -- Studying and teaching High school (x)

View All Items

  • CSV Spreadsheet
(1 - 2 of 2)
Attitudes of urban high school mathematics teachers toward the mandate requiring algebra for high school graduation
Title
Attitudes of urban high school mathematics teachers toward the mandate requiring algebra for high school graduation.
Creator
Gray, Noel Constantine., Florida Atlantic University, Maslin-Ostrowski, Patricia
Abstract/Description
The purpose of this study was to determine if urban high school mathematics teachers' attitudes toward the algebra mandate could be predicted by the variables: years of teaching mathematics, college major, highest college degree, gender, and ethnicity. Toward this end, the Attitude Toward the Algebra Mandate Survey (TATAMS) was administered to 98 high school mathematics teachers drawn from a total population of 493 who were employed by the School Board of Miami-Dade County, Florida, during...
Show moreThe purpose of this study was to determine if urban high school mathematics teachers' attitudes toward the algebra mandate could be predicted by the variables: years of teaching mathematics, college major, highest college degree, gender, and ethnicity. Toward this end, the Attitude Toward the Algebra Mandate Survey (TATAMS) was administered to 98 high school mathematics teachers drawn from a total population of 493 who were employed by the School Board of Miami-Dade County, Florida, during the 1998--1999 School Year. The study was carried out in June 1999, roughly 20 months after the mandate became effect in Florida. Multiple linear regression analysis was used to test each hypothesis and to provide a model that was. predict of teacher attitudes. Five null hypotheses were formed to determine if there were significant relationships between teacher attitudes toward the algebra mandate and the aforementioned variables. The results of the tests of five null hypotheses showed that the hypotheses that involved years of teaching mathematics and ethnicity was rejected. These five predictor variables accounted for 27% of the variance in teacher attitudes. The inference drawn from the study was that the negative attitudes of veteran White teachers and the positive attitudes of Hispanic teachers toward the mandate appear to have their roots in political and social considerations. Black teachers, on the other hand, have never challenged for the power in the district and are moderate in their attitudes toward the mandate.
Show less
Date Issued
2000
PURL
http://purl.flvc.org/fcla/dt/12623
Subject Headings
Mathematics teachers--Attitudes, High schools--Graduation requirements, Mathematics--Study and teaching, Algebra
Format
Document (PDF)
A critical analysis of first generation black male college students’ perceptions of their preparation for college level mathematics
Title
A critical analysis of first generation black male college students’ perceptions of their preparation for college level mathematics.
Creator
Williams, Kyla L., Schoorman, Dilys, Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description
President Obama’s 2014 “My Brother’s Keeper” initiative responds to the continuing educational disparities that the No Child Left Behind Act was intended to have addressed. The preoccupation with standardized testing and accountability over the past decade has revealed evidence of disparities in achievement between Black male students and their White counterparts. Critical Race Theorists have framed these persistent disparities as evidence of the opportunity gap and have advocated culturally...
Show morePresident Obama’s 2014 “My Brother’s Keeper” initiative responds to the continuing educational disparities that the No Child Left Behind Act was intended to have addressed. The preoccupation with standardized testing and accountability over the past decade has revealed evidence of disparities in achievement between Black male students and their White counterparts. Critical Race Theorists have framed these persistent disparities as evidence of the opportunity gap and have advocated culturally responsive pedagogy that would facilitate students’ academic success.
Show less
Date Issued
2015
PURL
http://purl.flvc.org/fau/fd/FA00004421, http://purl.flvc.org/fau/fd/FA00004421
Subject Headings
Achievement in education, Critical pedagogy, Educational sociology -- United States, Mathematics -- Studying and teaching (Graduate), Mathematics -- Studying and teaching (High school), Minorities -- Education -- United States, Motivation in education, Racism in higher education
Format
Document (PDF)