The study of Mathematics Curriculum explores the relationship between student coursetaking and achievement by examining the content and challenge of two course mathematics taught in the public schools algebra nation s I and geometry. Conducted in conjunction with the 2005 national assessment of educational progress (NAEP) high school transcript study (TGV), the study used textbooks as an indirect measure of what was taught in the classroom, but not how it was taught (i.e., education class). The study uses the themes of the curriculum to describe mathematics course content and course levels to describe the content and the complexity of the course. The results are based on the analysis of the subjects on the curriculum and courses developed from the manual information, coursetaking the NAEP 2005 HST data and data performance of the NAEP mathematics assessment grade 2005.
Highlights of the results of the study show that about 65% of the materials covered in graduate high school algebra I was devoted to the topics of algebra, then approximately 66% of the materials treated in graduates of geometry courses on subjects of geometry. Titles of courses often overvalued school challenge and content of the course. Approximately 73% of graduates in honors algebra I classes received a program classified as an algebra intermediate I course, while 62% of graduates who took a labeled geometry courses their school honors received a program classified as intermediate geometry. Graduates who took the rigorous Algebra I and geometry course scored higher NAEP than graduates who took beginners or intermediate courses.
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